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Innovative design: using problem-based learning to teach information literacy. Smith Macklin

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Presented at LILAC 2008

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Innovative design: using problem-based learning to teach information literacy. Smith Macklin

  1. 1. A Community of Practice Integrating Information and Communication Technology Literacy (ICT) into the curriculum Alexis Smith Macklin, Ph.D. asmacklin@mac.com
  2. 2. What are ICT Skills? •Critically think through an information problem to identify specific information needs •Select appropriate information resources for those stated needs and •Use technology and various multimedia tools to organize and create new information
  3. 3. •Define/Access •Manage/Integrate •Create/Communicate •Evaluate 4 Categories for Assessment
  4. 4. What is a CoP? Communities of practice are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis (Wenger, 2000).
  5. 5. Goals of the CoP – Professional Development • Promote collaboration • Establish best practices • Determine baseline ICT skill level • Develop a shareable repository
  6. 6. Features of the Theoretical Framework • Active construction • Situated learning • Community • Discourse Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  7. 7. Goals of the CoP – Student Learning • Develop ICT knowledge • Articulate, develop, and support a topic through research • Evaluate and synthesize information • Create and communicate new ideas
  8. 8. Collective Knowledge: Problem solving/Needs analysis Curriculum development Cohort groups: Faculty mentors Librarians Teaching Assistants Shared Knowledge: Instructional materials/Assessment tools Documentation/ Evaluation of student learning outcomes Students: First-Year required ICT course
  9. 9. Three Assumptions: •Knowledge is socially constructed (Bandura 1977; Vygotsky, 1978; 1986) •Real-world problems motivate students (Lave & Wenger, 1991) •Construction of knowledge is reinforced when something tangible is produced (Lesh, 2002)
  10. 10. Questions • What is the impact of ICT literacy instruction on student learning outcomes in a first-year composition course? • How does an integrated PBL approach support the learning and application of critical ICT skills?
  11. 11. Performance Feedback – iSkills TM Assessment What students were asked to do Feedback on responses % of students who provided highest response (Target population/ sample) % of students who provided highest response (Your population/ sample)
  12. 12. Access Locate a Web age and 2 article abstracts for a research project You used search terms that were precise and useful in Web searches 29% 33% You used search terms that were precise and useful in database searches 50% 61% You used proper search delimiters in database searches 37% 52% Analyze the possible reasons for poor search results You ranked potential alternative searches accurately 21% 25% You selected the most promising alternative search as best 21% 25% You analyzed the reason for the poor search results correctly 11% 25%
  13. 13. Curriculum Integration • Building on what the student already knows • Examining similarities and differences (i.e. Comparing experiences; debating) • Using instructional supports (concept maps, worksheets, dialog, peer mentoring)
  14. 14. Students are shown an unsuccessful search and must rank alternative strategies for updating the search to be more successful.
  15. 15. Level 1: Testing Ideas After reading various problem scenarios, the students will: • Develop a question/hypothesis/problem statement by identifying what they already know about the given problem scenario • Identify keywords for constructing search statements/strategies to test in various search engines
  16. 16. Level 2: Refining Ideas After the problem-solving activities, the students will: • Construct search statements and test them in a variety of electronic databases • Conduct peer-review evaluations of the information gathered by classmates • Revise search terms/strategies to increase quality of information found
  17. 17. Level 3: Synthesizing Ideas After gathering information resources, the students will: • Extract relevant information from multiple resources • Synthesize information from selected sources • Present a coherent, documented solution to the problem • Correctly cite information used
  18. 18. Problem Statement Sexually transmitted diseases (STDs) among college-aged students are on the rise. One factor may be binge drinking and reduced social inhibitors because of alcohol consumption. Many colleges and universities are addressing risky behavior problems through various types of awareness campaigns. The Boiler Gold Rush orientation program included a session this year on sexual health issues. Next year, they want to target STDs prevention in their presentation. They are asking you to create a brochure for the Welcome Boilermakers packet. This brochure needs to focus on the STDs most common among college students, behaviors that put this population at risk, long-term problems associated with STDs, and prevention measures. Authentic problems in a CoP = situated learning
  19. 19. Define: Formulate a research statement to facilitate the search for information What was I asked to do? Answer three questions to clarify a research project You selected the best initial question to help clarify the project. You selected the best database variable to provide useful information for the project. You chose the best research question. Choose a research topic according to specific criteria and explain your choice You chose a research topic that fulfilled only some of the criteria given. You correctly reported most of the criteria fulfilled by the research topic selected.
  20. 20. Learning objective/skill ACRL standard Proficient Average-level ability Low-level ability Identifies an information target Determines nature and extent of information needed Develops a clearly stated thesis statement and formulates questions based on the information need Targets an information goal essential to the need Generates an inarticulate or vague need Indicates key concepts and terms Identifies relevant key concepts and terms that describe the information need Identifies key concepts or terms that are moderately relevant to the information need Identifies concepts or terms irrelevant to the information need Refines a vague search statement or question Defines or modifies the information need to achieve a manageable focus Refines a vague information need to one that is more specific Reformulates a vague search statement into one that is also vague
  21. 21. Findings •Students used prior knowledge as a means of understanding or making sense of the given problems. •Students developed a shared repertoire of everyday experiences and incorporated them into the learning process. •Students mutually engaged in discourse and debate for task interpretation by testing, revealing, modifying, and refining problem- solving strategies.
  22. 22. Situated Learning Prior Knowledge Discourse Define Evaluate Access CoP Identify connections between information retrieved or known and needs Recall/validation/Feedback Debate/Justify/Explain
  23. 23. •The traditional 50-minute information literacy session is insufficient to meet graduate students’ research needs. •Assessment practices for ICT skills should be conducted so that instruction can be developed and revised as needed. •ICT literacy education is too demanding for librarians to manage alone. Assertions
  24. 24. Thank you for your time Questions? Comments? For more information: asmacklin@mac.com

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