information literacy & pbl : how students interact with information in a pbl setting. author:...
TRANSCRIPT
How students interact with information in a
PBL setting
Lorna Dodd
Liaison Librarian
University College Dublin,
Belfield, Dublin 4,
Ireland
PBL & Information Literacy:
Background
• Only Veterinary Medicine programme in Ireland
• Review in mid 1990s resulted in introduction PBL in the 2 pre-clinical years
• Students attend traditional lectures & lab sessions as well as PBL module
What is Information Literacy?
“recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (Association of College Research Libraries, 2000)
Why is Information Literacy important in PBL?
• Self-directed learning
• Development of life-long transferable skills
• Critical and reflective thinking
Identify information
need
Identify the most
appropriate source
Effectively retrieve relevant
information
Use the information in an ethical way
INFORMATION LITERACY
Evaluate the reliability, relevance, currency &
appropriateness of the
information
Rationale
• No reading lists for PBL module
• How are students finding information?
• Does this affect the way they use the library?
• Most of the literature comments on how PBL impacts the library
• How does PBL impact students behaviours?
Methodology
• Data was collected regarding both PBL and non-PBL experiences
• Data was collected from all student participating in PBL using a questionnaire Quantitative data Open ended qualitative questions
• Data collected from 5 academic staff – PBL tutors Semi-structured interviews
The Library
• 95% of students consider the library to be important in PBL “While other resources e.g. Internet are useful, information
gathered from the library is more reliable and often more relevant”
• Those who did not think the library was important in PBL also experienced difficulties with PBL
• Half of students spent longer in the library for PBL because of the way PBL affects how they find and use information “Requires more research” “Learning involved is more intensive” “Information is needed from a variety of sources”
• Staff feel:– Students have a much greater need of the library in PBL– PBL encourages students to use the library much earlier
“PBL forces them to look into sections and shelves they wouldn’t have otherwise done”
Information Literacy Skills• 40% of students experienced difficulty finding information for
PBL
• Most students consider information seeking skills very important or extremely important in PBL because: “You need to be able to find information…quickly for the next
session” “As a qualified vet you have to do your own PBL” “[PBL] enables individuals to develop ability carry out research
independently” It’s pretty much the purpose of PBL to work things our for yourself”
• Those who value information skills were able to search for information more easily
• Academic staff expect students to “Find their own resources” “Learn what type of resources are available”
Choosing Resources
Non-PBL work
• Use one or two resources as preferred
• Select their own resources for non-PBL work did so because of internal factors “”[I] don’t follow
lectures”
PBL work
• Did not prefer one single resource but used a variety of resources
• Select their own material for PBL work did so because of external factors – PBL “PBL is based on your
own initiative”
Main findings
All those who spent more time
in the library for PBL
considered information literacy
important in PBL
Students who selected their own material:
Considered information literacy skills more important & displayed
higher levels ofinformation literacy skills
Students who feel the library is important in PBL
display higher levels of information literacy
Convert Learning
Outcomes into search
strategies Identify what kind of
information they need and which resource to find
it in
Identify the most
appropriate source
Effectively retrieve relevant
information
Apply the information to the problem & integrate it into their existing knowledge
Use the information in an ethical way
APPLYING INFORMATION LITERACY TO
PBL
Identify an information
need
Evaluate the reliability, relevance, currency &
appropriateness of the
information
• 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
Main Findings
As a result of PBL:
Librarian is PBL tutor
Knows problems & therefore required resources
Talks to students about resources they use
Close collaborative relationship with faculty
Information literacy delivered after first problem – in context
Start of PBL:
Information literacy delivered during orientation
Librarian in support/admin role
Main Findings
• Facilitator/Tutor plays important roleResults showed that facilitators differedSome recommended material and
directed students in finding informationThese students selected material
themselves lessDisplayed lower levels of information
literacy – never verified information by checking another source
Conclusion
• Information Literacy should be consciously developedFacilitators can - encourage students to think about information they need challenge students to critically evaluate the information
they find and the source
• Information Literacy can be: Included as a learning outcome An assessment criteria
• Involve librarians in curriculum development: Ensure there are sufficient resources Help students develop necessary skills
Running or planning a PBL course?
Don’t forget your friendly librarian!!!
“Know where to find information and how to use it. That’s the secret of success.”
Albert Einstein
References
• Association of College Research Libraries (2000), ‘Information Literacy Competency Standards for Higher Education’ [online], American Library Association. Available from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm.
• Dodd, L. (2007) ‘The impact of Problem-Based Learning on the Information Seeking Behaviour and Information Literacy of Veterinary Medicine Students at University College Dublin’, Journal of Academic Librarianship, vol. 33(2), pp.206-216
• Eskola, E (1998) ‘University students’ information seeking behaviour in a changing learning environment – How are students’ information needs and use affected by teaching methods?’ Information Research vol. 4(2)
• Oker-Blom, T. (1998) ‘Integration of Information Skills in Problem Based Curricula’, 64th IFLA General Conference, August 16-21, 1994, Amsterdam, pp.1-8, IFLA
• Rankin, J.A. (1996) ‘Problem-based learning and libraries: a survey of the literature’, Health Libraries Review, vol. 13, pp.33-42
• Silen, C & Uhlin, L (2008) ‘Self-directed learning – a learning issue for students and faculty’ Teaching in Higher Education.