Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Problem-Based Learning at University College Dublin Lorna Dodd  Liaison Librarian Human Sciences University College Dublin...
Background <ul><li>Largest university in Ireland </li></ul><ul><li>Problem-Based Learning (PBL) currently in practice with...
What is PBL? <ul><li>Centres on the student </li></ul><ul><li>Work in small tutorials </li></ul><ul><li>Presented with com...
 
The flashy trainers
Why is Information Literacy important in PBL? <ul><li>Self-directed learning </li></ul><ul><li>Development of life-long tr...
Identify an information need Convert Learning Issues into search strategies Identify most  appropriate source Identify kin...
<ul><li>Anatomy of the lung </li></ul><ul><ul><li>Factual Information – Textbooks </li></ul></ul><ul><li>Allergens and tre...
Information Literacy Instruction in PBL <ul><li>Traditional lectures clashes with philosophical foundations of PB L </li><...
Workshop approach <ul><li>Keep students in their PBL groups </li></ul><ul><li>Identify common “Learning Issues” across all...
Workshop approach <ul><li>Librarian then looks at “Learning Issue” </li></ul><ul><ul><li>Identify which ‘type’ of informat...
Using a ‘problem’ approach The M50 - Europe’s Largest Car park?
Using a ‘problem’ approach <ul><li>Psychology/sociology </li></ul><ul><ul><li>Research on stress associated with long comm...
Conclusion <ul><li>Information Literacy is increasingly consciously developed </li></ul><ul><ul><li>encourage students to ...
Conclusion <ul><li>Introduction of PBL can dramatically change library & librarian’s role </li></ul><ul><li>Librarians oft...
<ul><li>How do we strike the balance between taking advantage of new opportunities and managing growing workloads? </li></ul>
Upcoming SlideShare
Loading in …5
×

Lorna Dodd Lilac 2008

499 views

Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Lorna Dodd Lilac 2008

  1. 1. Problem-Based Learning at University College Dublin Lorna Dodd Liaison Librarian Human Sciences University College Dublin, Belfield, Dublin 4, Ireland [email_address] Supporting Information Literacy in different educational approaches Ursula Byrne Head of Academic Services, Humanities & Social Sciences, University College Dublin, Belfield, Dublin 4, Ireland [email_address]
  2. 2. Background <ul><li>Largest university in Ireland </li></ul><ul><li>Problem-Based Learning (PBL) currently in practice within several programmes </li></ul><ul><li>Government funding (SIF) to support development of further initiatives across campus </li></ul>
  3. 3. What is PBL? <ul><li>Centres on the student </li></ul><ul><li>Work in small tutorials </li></ul><ul><li>Presented with complex, real-life ‘problems’ </li></ul><ul><li>Identify what they know from their existing knowledge </li></ul><ul><li>Identify gaps in their existing knowledge </li></ul><ul><li>Formulate ‘learning issues’ for next session </li></ul>
  4. 5. The flashy trainers
  5. 6. Why is Information Literacy important in PBL? <ul><li>Self-directed learning </li></ul><ul><li>Development of life-long transferable skills </li></ul><ul><li>Critical and reflective thinking </li></ul>
  6. 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
  7. 8. <ul><li>Anatomy of the lung </li></ul><ul><ul><li>Factual Information – Textbooks </li></ul></ul><ul><li>Allergens and treatment </li></ul><ul><ul><li>Current Research – Journal Articles or Websites </li></ul></ul><ul><li>Is the information reliable? </li></ul><ul><li>Is the information relevant to problem? </li></ul><ul><ul><li>Location </li></ul></ul><ul><ul><li>Availability of treatment </li></ul></ul>The Coughing Horse
  8. 9. Information Literacy Instruction in PBL <ul><li>Traditional lectures clashes with philosophical foundations of PB L </li></ul><ul><li>Usefulness of traditional workshops </li></ul><ul><li>In PBL context students need to use a range of information resources in order to find a range of information types </li></ul><ul><li>Often need to explain to academics that a change in educational approach requires ALL aspects of student instruction to change </li></ul>
  9. 10. Workshop approach <ul><li>Keep students in their PBL groups </li></ul><ul><li>Identify common “Learning Issues” across all groups </li></ul><ul><li>Let students search for information without any guidance or instruction </li></ul><ul><li>Each group reports back </li></ul><ul><ul><li>Which resources they used </li></ul></ul><ul><ul><li>Why they chose each resource </li></ul></ul><ul><ul><li>How useful each resource was </li></ul></ul><ul><ul><li>What strategy/language they used </li></ul></ul>
  10. 11. Workshop approach <ul><li>Librarian then looks at “Learning Issue” </li></ul><ul><ul><li>Identify which ‘type’ of information is required </li></ul></ul><ul><ul><li>Identify appropriate sources </li></ul></ul><ul><ul><li>Think about language, keywords, alternative terms </li></ul></ul><ul><li>Students then repeat exercise and report back </li></ul><ul><li>Students also asked how the information they find applies to the problem </li></ul>
  11. 12. Using a ‘problem’ approach The M50 - Europe’s Largest Car park?
  12. 13. Using a ‘problem’ approach <ul><li>Psychology/sociology </li></ul><ul><ul><li>Research on stress associated with long commutes </li></ul></ul><ul><li>Environmental Studies </li></ul><ul><ul><li>Comparative literature on impact of new motorways on developing countryside </li></ul></ul><ul><li>Planning & Policy </li></ul><ul><ul><li>Government reports in infrastructure planning </li></ul></ul><ul><li>Economics </li></ul><ul><ul><li>Current Irish & European statistics </li></ul></ul>
  13. 14. Conclusion <ul><li>Information Literacy is increasingly consciously developed </li></ul><ul><ul><li>encourage students to think about information they need </li></ul></ul><ul><ul><li>challenge students to critically evaluate the information they find and the source </li></ul></ul><ul><li>Information Literacy is often: </li></ul><ul><ul><li>Included as a learning outcome </li></ul></ul><ul><ul><li>An assessment criteria </li></ul></ul><ul><li>Librarians are more involved in curriculum development: </li></ul><ul><ul><li>Ensure there are sufficient resources </li></ul></ul><ul><ul><li>Help students develop necessary skills </li></ul></ul>
  14. 15. Conclusion <ul><li>Introduction of PBL can dramatically change library & librarian’s role </li></ul><ul><li>Librarians often act as group facilitators in PBL </li></ul><ul><ul><li>Significant departure from their traditional role </li></ul></ul><ul><ul><li>New skill set </li></ul></ul><ul><li>Information literacy essential component </li></ul><ul><ul><li>Many academics begin to understand the importance of IL and librarian as a result of PBL </li></ul></ul><ul><ul><li>This often leads to a ‘spill over’ effect </li></ul></ul>
  15. 16. <ul><li>How do we strike the balance between taking advantage of new opportunities and managing growing workloads? </li></ul>

×