665 Session 12-PBL&Info Fluency-F11

Achieving Information Fluency Via Inquiry-

Based LearningTo Increase Engagement in

Building Affective and Cognitive Information Skills

LIS 665 Teaching Information Technology LiteracyFall 2011

University of Hawaii

Exercise 1: Mining the Exercise 1: Mining the Readings for International IL Readings for International IL

ConvergencesConvergences

CTSB Report: Identify the IL aspects of each of the 10 FITness skills. What since 1999 needs to be added to the framework?

Gibson: What, if anything, do the Seven Pillars and the Seven Faces models include that is missing in the ACRL Competencies?

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Framework for 21st Century Learning http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=11

The Significance of The Significance of ContextContext

Acquiring knowledge in the context in which it will be used facilitates recall and application of skills and concepts learned. (Gijselaers, 1996)

Objective: Engage students in solving real-world problems in order to develop critical thinking and problem-solving skills.

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Information FluencyInformation Fluency

Information Fluency is the optimal outcome when critical thinking skills are combined with information literacy and ICT skills.

ICT literacy is defined as the skillful use of information within digital environments.

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http://www.colleges.org/techcenter/if/if_definition.html

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21st Century Information Fluency http://21cif.com/rkit/newRkit/gettingstarted.htmlDigital Information Fluency http://21cif.com/rkit/core_competencies.htmlTurning Questions Into Queries http://21cif.com/resources/features/leadarticle_v1_n0.html

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l

Active Learning Active Learning ModelsModels

Relation between inquiry-based learning (IBL), problem-based learning (PBL) and case-based learning (CBL)

(adapted from Spronken-Smith, R. A., Jennings, J., Robertson, J., Mein Smith, P. Vincent, G., Wake, G. (2000). The Research-Teaching Link at Canterbury., 2008)

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IBL BasicsIBL Basics

Nahl 2011LIS 665 Teaching Information Technology Literacy

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Effective IBL Effective IBL InstructionInstruction

An engaging social issue: Reflection for, in, on action Research Discussion Interpretation, Meaning

Significance Analysis of relationships Explanation, justification of

results, give evidence

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Effective PBL Effective PBL InstructionInstruction

Real-life scenario designed to: Challenge participants Promote knowledge

acquisition Develop effective problem-

solving skills Develop critical thinking skills

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Effective PBL ProblemsEffective PBL Problems

Require collaboration with peers

Relevant to students

Complex and open-ended

Require researching information

No one solution or path to solution

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PBL PrinciplesPBL Principles1. Learning is student-centered

2. Learning occurs in collaborative environments

3. Teachers act as facilitators called tutors

4. Problems are a stimulus for learning

Objectives: Put students in the position of creating solutions to real-word problems in order to teach them how to create knowledge, depend on each other for input, and develop critical thinking skills.

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PBL Process: PBL Process: Self-Directed LearningSelf-Directed Learning

1. Present the problem first and only

2. Students work together to analyze the problem

3. Students brainstorm ideas

4. Students list facts from prior knowledge

5. Students generate questions they need to answer

6. Each student selects one question to research

7. Each student develops a plan of action

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Self-Directed LearningSelf-Directed Learning8. Tutors assist at every step

9. Action Plans => library & Web research plans

10. Use a variety of source formats

11. Students report new information to group

12. Students review progress

13. Revise hypotheses (questions)

14. Research any new questions

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Evaluation ProcessEvaluation Process Students achieve final solution Students do peer assessment Students do self-assessment Tutor does student assessment Objective: Involve all participants in

assessment to reinforce a sense of accountability for learning and for helping others to learn, as evidenced by the quality of the problem solving process and its products.

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Teacher RolesTeacher Roles Curriculum designer Tutor-Facilitator Resource Evaluator

Objective: Involve teachers in multiple roles as a scaffolding to student learning.

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PBL ResourcesPBL Resources PBL Clearing House: a searchable database of

problems tried by others http://www.udel.edu/pbl/

Sample PBL Problems http://www.udel.edu/pbl/problems/ http://www.fhs.mcmaster.ca/pbls/writing/contents.htm http://cte.umdnj.edu/active_learning/active_pbl.cfm http

://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/example2.htm

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Exercise: PBL ProcessExercise: PBL Process

Work in pairs to:

1. Develop a PBL problem statement that requires several resources for any solution.

2. Pass the problem statement to another pair to work on. Receive a problem statement from another pair and work on it.

3. Follow the PBL steps in pursuing a solution. You may use computers and other resources.

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Next WeekNext Week ACRL & UHPA links

Scheduling Final Presentations

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