Pre-clinical years are not entirely PBL based Comparisons drawn between PBL & non-PBL activities
Lots of definitions. Think how much the world we live in has changed and how much the world of information has changed – the importance of being able to identify quality information and use it effectively and ethically
When we send students out on their own, they come back with information from unreliable sources Hear a lot about the importance of self directed learning within PBL, information literacy and self-directed learning go hand-in-hand. Silen argues they are both inter-linked process. Development of life-long transferable skills – one of the main benefits of PBL – information literacy is one of these skills Important to be critical and reflective about how we find and use information PBL gives students the skill to find the answer to something they don’t know. To do this they must be able to search for information properly
67% response rate
Students often go to PubMed or google – Mexican environmental factors different to Ireland
What does all of this mean for the Veterinary library in UCD?
Information literacy & PBL : how students interact with information in a PBL setting. Author: Lorna Dodd
PBL & Information Literacy:How students interact with information in a PBL setting Lorna Dodd Liaison Librarian University College Dublin, Belfield, Dublin 4, Ireland Lorna.email@example.com
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 InformationLiteracy? “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 Literacyimportant in PBL? • Self-directed learning • Development of life-long transferable skills • Critical and reflective thinking
Identify information need Use the Identify theinformation in an most appropriate INFORMATION source ethical way LITERACY Evaluate the reliability, Effectively relevance, retrieve relevant currency & information 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 ResourcesNon-PBL work PBL work• Use one or two resources • Did not prefer one single as preferred resource but used a variety of resources • Select their own material• Select their own resources for PBL work did so for non-PBL work did so because of external because of internal factors – PBL factors “PBL is based on your own “”[I] don’t follow initiative” lectures”
Main findings All those who spent more timeStudents who feel the library in the library for PBL is important in PBL display higher levels of considered information literacy information literacy important in PBL Students who selected their own material: Considered information literacy skills more important & displayed higher levels of information literacy skills
Identify an Convert Learning Identify theinformation need Outcomes into most appropriate search strategies source Identify what Apply the kind of information to information they the problem & APPLYING need and whichintegrate it into INFORMATION resource to find their existing LITERACY TO it in knowledge PBL Evaluate the Effectively reliability, Use the retrieve relevant relevance, information in an information currency & ethical way appropriateness of the information
The Coughing Horse• 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
Main FindingsStart of PBL: As a result of PBL: Information literacy Librarian is PBL tutor delivered during Knows problems & therefore required orientation resources Talks to students about resources they use Librarian in Close collaborative relationship with support/admin role faculty Information literacy delivered after first problem – in context
Main Findings• Facilitator/Tutor plays important role Results showed that facilitators differed Some recommended material and directed students in finding information These students selected material themselves less Displayed lower levels of information literacy – never verified information by checking another source
Conclusion• Information Literacy should be consciously developed Facilitators 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
“Know where to find information and howto use it. That’s the secret of success.”Albert EinsteinRunning or planning aPBL course?Don’t forget yourfriendly librarian!!!
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.