Problem-Based Learning at University College Dublin

Lorna Dodd Liaison LibrarianHuman SciencesUniversity College Dublin,Belfield, Dublin 4,IrelandLorna.dodd@ucd.ie

Supporting Information Literacy in different educational approaches

Ursula ByrneHead of Academic Services,Humanities & Social Sciences,University College Dublin,Belfield, Dublin 4,IrelandUrusla.Byrne@ucd.ie

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

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

The flashy trainers

Why is Information Literacy important in PBL?

• Self-directed learning

• Development of life-long transferable skills

• Critical and reflective thinking

Identify an information

needConvert 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

• 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

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?