Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland [email protected]Supporting Information Literacy in different educational approaches Ursula Byrne Head of Academic Services, Humanities & Social Sciences, University College Dublin, Belfield, Dublin 4, Ireland [email protected]
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• Allergens and treatment Current Research – Journal
Articles or Websites
• Is the information reliable?
• Is the information relevant to problem? Location Availability of treatment
The Coughing Horse
Information Literacy Instruction in PBL
• Traditional lectures clashes with philosophical foundations of PB L
• Usefulness of traditional workshops
• In PBL context students need to use a range of information resources in order to find a range of information types
• Often need to explain to academics that a change in educational approach requires ALL aspects of student instruction to change
Workshop approach
• Keep students in their PBL groups
• Identify common “Learning Issues” across all groups
• Let students search for information without any guidance or instruction
• Each group reports back Which resources they used Why they chose each resource How useful each resource was What strategy/language they used
Workshop approach
• Librarian then looks at “Learning Issue” Identify which ‘type’ of information is required Identify appropriate sources Think about language, keywords, alternative terms
• Students then repeat exercise and report back
• Students also asked how the information they find applies to the problem
Using a ‘problem’ approach
The M50 - Europe’s Largest Car park?
Using a ‘problem’ approach• Psychology/sociology
Research on stress associated with long commutes
• Environmental Studies Comparative literature on impact of new motorways on
developing countryside
• Planning & Policy Government reports in infrastructure planning
• Economics Current Irish & European statistics
Conclusion
• Information Literacy is increasingly consciously developed encourage students to think about information they
need challenge students to critically evaluate the
information they find and the source
• Information Literacy is often: Included as a learning outcome An assessment criteria
• Librarians are more involved in curriculum development: Ensure there are sufficient resources Help students develop necessary skills
Conclusion
• Introduction of PBL can dramatically change library & librarian’s role
• Librarians often act as group facilitators in PBL Significant departure from their traditional role New skill set
• Information literacy essential component Many academics begin to understand the importance of
IL and librarian as a result of PBL This often leads to a ‘spill over’ effect
How do we strike the balance between taking advantage of new opportunities and managing growing workloads?