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?