Problem-Based Learning and Information Literacy: A Natural Partnership

Abstract

Due to student overreliance on search engines and the time constraints of one-shot instruction sessions, librarians struggle to teach many of the information literacy skills that students need to conduct successful research. Problem-based learning (PBL) provides a way to integrate information literacy naturally into an assignment or course by guiding students through the research process as they work to find a solution to a problem. This article first explains the PBL process, then describes the design and implementation of a PBL project in a required first-year general education course.

Information literacy skills and training of licensed practical nurses in Alberta, Canada: results of a survey

“…To ensure patient safety, such interventions should thus also integrate published research findings in alignment with evidence‐based practice. In terms of teaching practice, possible models for achieving this are ‘scenario‐based training’ (Pettersson, Bjorkander, Bark, Holmgren & Wekell, ) or ‘problem‐based learning’ (Wenger, ) in which groups of learners are provided case studies to resolve collaboratively through the retrieval and use of evidence‐based information sources.…”

Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

“…For instance, Wenger (2014) describes the integration of IL into a PBL class as an opportunity for students to develop an understanding of the entire research process as an ongoing process. This is aligned with the ACRL's new IL framework which focuses on metaliteracy and the ability of students to become not only consumers of information but also creators and dynamic participants in collaborative spaces (ACRL, 2016, p. 2).…”

“…By doing so, students bring their memories, ideas, interests and past experiences to reflect on a chosen topic and link it to people they know who might be interested in it (Preston, 2015). Therefore, both PjBL and PBL methods are found to help students realize what they know and do not know about a specific topic, and identify what they need to know emphasizing the "learn to learn" technique rather than memorization (Wenger, 2014).…”

“…Examples of time-consuming challenges include planning and designing assignments for PjBL; aligning PjBL outcomes with EAP goals and objectives; reviewing and modifying students' roles to ensure they meet the predefined requirements of the course; and creating a grading system to score students' projects. These and other preparatory tasks require continuous follow-up meetings to streamline deliverables and expectations (Carbery and Hegarty, 2011;Wenger, 2014).…”

“…Developed by McMaster University in 1969, PBL has been adopted by many medical schools as an active-learning technique that develops students' critical thinking and problem solving, both considered higher-level cognitive abilities (Wenger, 2014). Lee and Kwan (1997) describe PBL as a "you-learn-what-you-need" process where students take "ownership over their own learning," also referred to as "self-directed learning" (Wenger, 2014, p. 143).…”