Lorna Dodd Lilac 2008

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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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Transcript of Lorna Dodd Lilac 2008

  • 1. Problem-Based Learning at University College Dublin Lorna DoddLiaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland [email_address] Supporting Information Literacy in different educational approaches Ursula Byrne Head of Academic Services, Humanities & Social Sciences, University College Dublin, Belfield, Dublin 4, Ireland [email_address]

2. Background

  • Largest university in Ireland
  • Problem-Based Learning (PBL) currently in practice within several programmes
  • Government funding (SIF) to support development of further initiatives across campus

3. What is PBL?

  • Centres on the student
  • Work in small tutorials
  • Presented with complex, real-life problems
  • Identify what they know from their existing knowledge
  • Identify gaps in their existing knowledge
  • Formulate learning issues for next session

4. 5. The flashy trainers 6. Why is Information Literacy important in PBL?

  • Self-directed learning
  • Development of life-long transferable skills
  • Critical and reflective thinking

7. Identify an information need Convert Learning Issues into search strategies Identify mostappropriate source Identify kind ofinformation & resource Effectively retrieverelevantinformation Evaluate reliability, relevance,currency& appropriateness Use the information in an ethical way Apply informationto problem &integrate into existing knowledge APPLYING INFORMATION LITERACY TO PBL 8.

  • Anatomy of the lung
    • Factual Information Textbooks
  • 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 9. 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

10. Workshop approach

  • Keep students in their PBL groups
  • Identify common Learning Issues across all groups
  • Let students search for informationwithoutany 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

11. 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 findappliesto the problem

12. Using a problem approach The M50 - Europes Largest Car park? 13. 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

14. 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

15. Conclusion

  • Introduction of PBL can dramatically change library & librarians 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

16.

  • How do we strike the balance between taking advantage of new opportunities and managing growing workloads?