Collaboration and Problem-Based Learning: Integrating Information Literacy into a Political Science Course

Abstract

This paper details the collaborative efforts of a reference librarian and a political science professor to meld seamlessly the study of politics with the acquisition of information literacy skills using a problem-based learning approach. Students in an introductory American Government class were engaged in a group project in which they acted as media consultants for the political candidate of their choice. Two information literacy sessions were embedded into the project. ACRL Information Literacy Standards were used to generate and assess performance outcomes. Student feedback, as well as pre-test and post-test results, indicate that a problem-based approach to enhancing information literacy in political science courses effectively engages students interest and improves students' information literacy skills. 59[ARTICLE]

Problem-Based Learning and Information Literacy: A Natural Partnership

“…Other studies have incorporated library instruction into a PBL project in a course. For example, Cook and Walsh (2012) worked together to redesign an existing PBL project in Walsh's course and incorporate two library instruction sessions designed to help students locate the information they needed. Bowler and Street (2008) also worked together to design two 90-minute library instruction sessions to help students solve a problem assigned in the course.…”

“…In most studies, the librarian(s), either alone (Kenney, 2008;Macklin, 2001) or in conjunction with a faculty member (Bowler & Street, 2008;Cook & Walsh, 2012;Fosmire & Macklin, 2002;Hasman, 2012), created a detailed problem for students to solve. One exception was Fosmire and Macklin (2002), who started with the general problem of global warming.…”

“…The facilitator also evaluates each of the students and is evaluated by them. Additionally, several PBL proponents advocate for a self-reflective assignment after the PBL process in which students write about their experience, what they learned, and how well they did (Cook & Walsh, 2012;Enger et al, 2002). Lastly, PBL assignments are usually assessed in more traditional manners as well.…”

Science literacy skills through the experience of project activities with assisted local potential based learning materials

“…This stage of the activity is how students can prepare through group formation, stabilizing problems and tracing sources. According to Cook and Walsh (2012), these activities help students to foster reinforcement in scientific literacy skills. Strengthening concept was done through critical analytical assignments, which directly train the ability of prospective teacher students in 1) Identifying assumptions, evidence, and reasoning in related texts; 2) Evaluating scientific arguments and evidence from different sources (e.g.…”

Pendampingan Penulisan Karya Ilmiah Remaja untuk Meningkatkan Kreativitas dan Literasi

“…Dengan demikian adanya KIR bisa menjadikan siswa generasi yang memiliki sikap ilmiah, sehingga mereka mampu untuk memberikan solusi-solusi terhadap masalah yang muncul di sekitar mereka (Sagala, Rahmatsyah, & Simanjuntak, 2017;Singh, 2009). Selain itu kegiatan analisis masalah yang bersifat ilmiah ini dapat mempengaruhi kemampuan siswa dalam berliterasi (Cook & Walsh, 2012). Siswa yang memiliki kemampuan literasi memiliki kapasitas untuk menggunakan pengetahuan ilmiah, mengidentifikasi pertanyaan-pertanyaan, menarik kesimpulan berdasarkan bukti-bukti, menjelaskan dan memprediksi fenomena alam dalam rangka mengatasi permasalahan yang berkenaan dengan alam (DeBoer, 2000;PISA, 2015).…”