Problem-Based Learning and Information Literacy at University College Dublin
1. Problem-Based Learning at
University College Dublin
Lorna Dodd
Liaison Librarian
Human Sciences
University College Dublin,
Belfield, Dublin 4,
Ireland
Lorna.dodd@ucd.ie
Supporting Information Literacy in
different educational approaches
Ursula Byrne
Head of Academic Services,
Humanities & Social Sciences,
University College Dublin,
Belfield, Dublin 4,
Ireland
Urusla.Byrne@ucd.ie
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
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
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 &
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 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
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 find applies
to the problem
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 &
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
16. How do we strike
the balance
between taking
advantage of new
opportunities and
managing growing
workloads?