The document discusses information literacy in the context of problem-based learning (PBL) at the Veterinary Medicine Library at University College Dublin. It finds that 95% of veterinary medicine students consider the library important for PBL. Students who spent more time in the library and felt the library was important displayed higher levels of information literacy. However, some PBL facilitators directed students to information instead of encouraging independent searching, and those students showed lower information literacy. The document concludes that information literacy should be consciously developed in PBL and that librarians have an important role to play in curriculum development and student skill building.

1. Shining a spotlight on
Information Literacy:
Experience of the Veterinary
Medicine Library
Lorna Dodd
Liaison Librarian
University College Dublin,
Belfield, Dublin 4,
Ireland
Lorna.dodd@ucd.ie

2. 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

3. 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)

4. Why is Information Literacy
important in PBL?
• Self-directed learning
• Development of life-long transferable
skills
• Critical and reflective thinking

5. Identify an Identify the most
information need appropriate source
INFORMATION
Use the
LITERACY
information
Effectively
in an ethical
retrieve
way
relevant
information
Evaluate the
reliability,
relevance, currency
& appropriateness
of the information

6. What the students think…
• 95% of students consider the library to be important in PBL
• 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

7. What the students think…
• 40% of students experienced difficulty finding information
for PBL
• Most students consider information seeking skills very
important or extremely important in PBL because:
 “As a qualified vet you have to do your own PBL”
• Students who value information skills were able to search
for information more easily

8. All those who spent more time
Students 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

9. 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

10. Identify an Identify
information Convert Learning
most
need Issues
appropriate
into search strategies
source
APPLYING
Apply information INFORMATION
to problem & LITERACY TO
integrate Identify kind of
PBL information &
into existing knowledge
resource
Use the Evaluate reliability,
information relevance, Effectively
in an ethical currency retrieve
way & appropriateness relevant
information

11. Veterinary Library Experience
Start 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

12. Veterinary Library Experience
• 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

13. 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

14. “Know where to find information and how
to use it. That’s the secret of success.”
Albert Einstein
Running or planning a
PBL course?
Don’t forget your
friendly librarian!!!

15. 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.