Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences...

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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]

Transcript of Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences...

Page 1: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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]

Page 2: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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

Page 3: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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

Page 4: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.
Page 5: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

The flashy trainers

Page 6: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

Why is Information Literacy important in PBL?

• Self-directed learning

• Development of life-long transferable skills

• Critical and reflective thinking

Page 7: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

Identify an information

need

Convert Learning Issues

into search strategies

Identify most

appropriate source

Identify kind of information &

resource

Effectively retrieve relevant

information

Evaluate reliability, relevance, currency

& appropriateness

Use the information

in an ethical way

Apply information to problem &

integrateinto existing knowledge

APPLYING INFORMATION LITERACY TO

PBL

Page 8: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

• 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

Page 9: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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

Page 10: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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

Page 11: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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

Page 12: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

Using a ‘problem’ approach

The M50 - Europe’s Largest Car park?

Page 13: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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

Page 14: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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

Page 15: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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

Page 16: Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland.

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