Problem-Based Learning in Library Instruction

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Problem-Based Learning in Library Instruction
Methods which are permanently successful in
formal education go back to the type of
situation which causes reflection out of school
in ordinary life. They give pupils something to
do, not something to learn and the doing is of
such a nature as to demand thinking John
Dewey, 1916

• Anna Sveinbjornsson Emily Paladino
• Utah Library Association Conference, May 2005

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How did PBL develop?

• PBL was developed as a theory at the beginning of
  the 20th century
• McMaster Medical School, Hamilton, Ontario,
  Canada, - 1969
• PBL crossed over to other departments/fields in
  the 80s
• PBL has recently made its way into the library
  environment

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Active Learning models

• Work-based learning
• Project-based learning
• Problem-solving learning
• Problem-based learning

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What is Problem-Based Learning?

• A teaching method where students are presented
  with a vague, open-ended, real-life problem to
  solve
• Students work together in groups to solve the
  problem
• Students use their existing knowledge to aid them
  in their work.
• Students are guided, by the instructor, through
  the process
• Students report back their findings and engage in
  self-assessment

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Goals of Problem-Based Learning (PBL)

• Develop effective problem-solving skills
• Develop self-directed, lifelong learning skills
• Become intrinsically motivated to learn

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Role of the student

• Students
• Examine a problem together
• Determine what they know/dont know
• Decide on sources to consult
• Find the information
• Evaluate what they find
• Report back
• Assess their findings

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Role of the instructor in PBL classroom

• The teacher acts as a facilitator and guide
• The teacher engages the students in discussion
  without leading the students
• No lecturing or providing easy answers
• Encourage students to rely on themselves for
  their own learning.
• Promote student learning.

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Pure PBL Model

• Problem-based learning framework designed by
  instructor, but students
• set own criteria about sources to consult
• may develop own group problem-scenarios.
• There are no lectures, tutorials, etc. in this
  type of course groups work together on problem
  scenarios throughout the course.
• More common in upper-level or graduate courses
  that have made full-scale, department level
  curriculum transitions to an entirely PBL model.
• Role of librarian and library is generally
  non-existent.

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PBL-IL Integration Hybrid Model 1

• Course with series of course-integrated library
  sessions where students work in groups
• Librarians and instructors
• Develop learning outcomes and resource list
• Act as facilitators, give guidance as necessary
• Lead reporting back group discussion
• Students
• Form groups, explore topics through verbal
  exchange
• Decide on research topic, formulate problem-based
  questions.
• Discuss and record what is known, what they need
  to know.
• Refer to resource list and learning outcomes.
• Strategize how to answer remaining questions
  consult resources.
• Report back

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PBL-IL library sessions for LEAP

• Students
• Students in each LEAP class are placed in groups
  before visiting the library.
• Each student group is assigned a vague research
  topic, to be completed by the end of the
  semester.
• The students visit the library for 50 or 80 min.
  sessions, 10 times over the course of the school
  year.
• Librarians and instructors
• Using WebCT and Instruction Department home page,
  provide students with learning outcomes and
  resources which correspond to their final
  project.
• Encourage students to share their findings
• Ensure that the assignments allow the students to
  produce a final nuanced research project, by the
  end of each semester

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PBL-IL library sessions for LEAP

• Fitting LEAP into PBL Integration Hybrid Model 1
• Students start each library session approaching
  their problem scenario.
• They tackle each set of problem-based questions,
  and refer to the (librarian-designed) resource
  list.
• Librarians and instructors facilitate discussion.
• Students have greater opportunities to discuss
  the process as well as their findings within
  their group.
• Librarians ensure that there is an opportunity at
  the end of class to report back the findings.

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PBL-IL Integration Hybrid Model 2

• Course with a one-shot library instruction
  session.
• Librarians and instructors
• Collaborate to create problem-scenarios
  questions
• Create learning outcomes for PBL library session
• Act as facilitators, give guidance as necessary
• Lead reporting back group discussion
• Students
• Discuss and record what is known, what they need
  to know.
• Refer to learning outcomes and resource list.
• Discuss resources to consult to answer remaining
  questions consult resources.
• Report back feedback about group process,
  information literacy-related lessons learned, and
  subject expertise gained

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Activity Developing PBL-IL Library Session for
WRTG 2010

• Class Description
• This is an 80 min. WRTG 2010 class
• The students have not been introduced to the
  concept of problem-based learning, but they are
  used to working in groups. Groups have been
  formed there are four people in each group.
• This is the first time this class has been held
  in the library
• About half of the students have used online
  databases before about half have not.
• Group Project Description
• After much class discussion, one students topic
  was chosen as the class topic for all to
  pursue.
• Each student group will put together a formal
  presentation of their findings from this library
  session and further research.

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Your role as librarians PBL-IL Instructional
Designers

• The problem scenario and learning outcomes for
  the session have already been developed.
• Your task as a group is to design the other
  essential pieces of the PBL puzzle for one of the
  student groups.
• It is fully expected that each of your groups
  will have a unique approach, and a different
  sense of priorities
• Student groups will be working through the same
  problem scenario, but work from the different
  lists of resources and different problem-based
  questions that your librarian groups develop.