Problem-Based Learning in the Library: Evolving a Realistic Approach

Abstract

This article examines issues encountered over a two-year period by a faculty librarian at the Penn State University Libraries while developing and delivering course-related library instruction employing problem-based learning (PBL) in the First-Year Seminar (FYS) of the Penn State School of Information Sciences and Technology (IST). The process of curriculum development involved close cooperation between the school's instructional designers, faculty, and the libraries' faculty. Findings regarding the practical aspects of delivering information literacy instruction using PBL are discussed, including the issues of transitioning to PBL from more traditional forms of course-related library instruction. The evolution of the instructional goals is expressed in the terminology of the Association of College and Research Libraries (ACRL) "Information Literacy Competency Standards for Higher Education."

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

“…PBL has been used by librarians as a pedagogical 'hook' to create opportunities to embed information literacy development within the curriculum and this has led to extended librarian-faculty collaboration (Fosmire & Macklin 2002). PBL pedagogy has been used in librarian-led information literacy classes where students were set problems relating to the use and support of PBL in HE (Pelikan 2004) and clinical problems have been also been used in search skills training sessions (Snowball 1997). Walton & Hepworth (2011) in their study of level one learners found that learnercentred, collaborative and problem-based learning environments were effective in IL teaching.…”

Revitalizing the One-Shot Instruction Session Using Problem-Based Learning

“…Pelikan describes the library instruction module for a first-year seminar PBL class, finding that despite the additional work for the instruction librarian of designing the instruction and playing the roles of coach, presenter, and facilitator, PBL is "worth the effort" because of the similarities between the goals of PBL and information literacy instruction. 4 Describing the difference between a PBL session and other instructional sessions, Cheney cites more student-instructor-librarian interaction with a clear sense of purpose on the part of the students-they knew exactly how the library session was tied to their research needs. Use content knowledge and intellectual skills acquired at the university to become continual learners.…”

“…Pelikan describes "a bias born of professional culture toward taking on the obvious role of the reference librarian, manifesting as an urge to provide solutions to the research problems faced by the teams." 16 Our roles shift from providing answers in the form of information resources to asking questions that help students stay focused on the problem. Spence describes it this way: "The tutor' s job is to ask provocative questions that guide further research, reduce dead-end explorations, suggest resources, provide examples, and give precise appraisals of performance."…”

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

“…Enger et al (2002) discussed the benefits of incorporating PBL into information literacy sessions and also addressed the challenges inherent with 50 minute one-shot sessions, suggesting that longer sessions and more involvement in the structure of the course would be beneficial. Pelikan (2004) suggests some pragmatic approaches to implementing PBL in the IL setting. He suggests carefully crafting the flow of the session and preselecting the most helpful and useful resources for students to explore.…”