PBL in the library: Implementing PBL into one-shot Nursing Information Literacy Sessions
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Transcript of PBL in the library: Implementing PBL into one-shot Nursing Information Literacy Sessions
Implementing PBL into one-shot Nursing Information Literacy
Sessions
Alan Carbery, Nora Hegarty
Waterford Institute of Technology
Problem-Based Learning in the Library
Information Literacy
Problem-Based Learning
• Is knowing when & why you need information
• Where to find it• & how to evaluate, use
and communicate it in an ethical manner
CILIP’s Definition of Information Literacy
• Involves knowing when & why you need information
• Where to find it• & evaluate, use and
communicate it in an ethical manner
Important Skills for PBL?
Information Literacy and PBL have an obvious and close relationship• Impact of PBL on Information Literacy skills
IL instruction is “key” to the success of PBL Breen & Fallon (2005)
• Students must develop their information need in order to work on the problem presented.
PBL creates an “ideal arena in which to sharpen and focus” IL skills Dodd et al., 2011
• Students involved in PBL require more IL skills than those studying in more traditional learning environments. Dodd, 2007
Problem-Based Information Literacy (PB IL) Instruction is less common
Information Literacy plays an important role in PBL environments
• IL instruction is (largely) not embedded into students’ modules
• Attendance is often not mandatory
Why Is This?
• Students likely to receive IL instruction once per academic year... Maybe once throughout entire academic career!
ILI is usually ‘one-shot’
Munro (2006) talks about using PBL in IL Instruction• “Classes taught using the modified
PBL approach tended to generate far more student participation and engagement than traditional lectures”
• Directed tasks: focused and paced learning
Kenney (2008) wrote about problem-based IL instruction for one-shot sessions • An experiential introduction to
library research• The biggest reward of engaging with
PBL is “interacting with students in a more dynamic environment”
WIT Libraries Information Literacy
• Adopt an active learning, student-centred approach to all training.
• “There is increasing evidence that supports the belief that active, experiential educational experiences are more transferable than passive, lecture-based instruction.” Hsieh & Knight 2008
• Most of our ILI is one-shot and not embedded
• Integrated into the “Learning to Learn” module• Librarians meet with all undergraduate nursing
students (1st – 4th Years)
WIT Libraries Nursing Information Literacy Instruction
• More akin to the skills they require – real life, problem solving, evidence-based practice
Final year nursing students presented a unique opportunity for WIT Libraries to use PB IL
An atypical & uncommon PBL environment
Large Groups
25-30 students per sessionTime Poor
Sessions usually last 50-60 minutes
WIT Nursing IL instruction
Still largely one-shot
Can problem-based learning be effectively used in an
atypical ‘one-shot’ learning scenario?
FFinal Year Nursing ‘Pilot’inal Year Nursing ‘Pilot’
A PBL workshop model for one-shot IL instruction
Practicalities
• An atypical PBL classroom set-up:50 mins x 25 students per session
• The workshop itself• The PB IL process• The scenarios• Feedback from students• Our own observations• Going forward
PB IL Case Study - Nursing
The Workshop
Actively challenging the students to work together on practical and engaging research problems
Self-directed, task and problem-centred approach
Setting the scene
Librarian as facilitator
Psychiatric
Jane has been diagnosed with post-natal depression. Her doctor prescribes medication but she and her husband are interested in finding out about alternative therapies.
Your Task: Using the range of databases on offer, locate some journal papers that look at all aspects of the issue. You will work on this with your team and report back to the overall group.
Sample Scenario
The Process
Directed Tasks (Munro, 2006) • Create team - 5 mins
• Seeker• Scribe• Spokesperson
• Brainstorm topic - 10 mins • Tackle the topic - 20 mins • Present findings - 15 mins
Student Feedback
•Online feedback form
Feedback form at end of session
•9 statements: rating scale
•1 open question: any further comments?
10 questions
•93% rated the overall value of the library training programme as excellent or very good
Approx 65% response rate
97% either strongly agreed or agreed that the programme was practical and useful for their level
Strongly Agree Agree Neutral Disagree Strongly Disagree
0
10
20
30
40
50
60
70
80 75.8
21.2
3 0 0
98.5% reported feeling comfortable and confident about using the library resources to source
information for their final year projects
Strongly Agree Agree Neutral Disagree0
10
20
30
40
50
60
4751.5
1.5 0
Individual Student Comments
I’m now more confident. The
session was really important for me.
A simple understandable breakdown of
research methods.
Very useful in assuring students of their abilities.
Beneficial for me for my final year.
Our Observations
Energised and enthused students
throughout the sessions
Reinvigorated library trainers
Positive and encouraging
feedback from the nursing
faculty at WIT
Can problem-based learning be effectively used in an
atypical ‘one-shot’ learning scenario?
Going Forward…
Continue to integrate PB IL instruction into the final year
nursing programme
Further development of
problem scenarios or
‘triggers’
Move to use PB IL in other
disciplines – example: final
year engineering
•Breen, E. and Fallon, H. (2005) 'Developing student information literacy to support project and problem-based learning', in Barrett, T. and Mac Labhrainn, I., (eds.) Handbook of enquiry and problem-based learning: Irish case studies and international perspectives. Galway: Centre for Excellence in Teaching and Learning, NUI Galway and AISHE, pp. 179-188.
•CILIP (2004) Information Literacy: Definition. Available at: http://www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/pages/definition.aspx (Accessed 25 May 2011)
•Dodd, L. (2007) 'The impact of problem-based learning on the information behavior and literacy of veterinary medicine students at University College Dublin', The Journal of Academic Librarianship, 33(2), pp. 206-216.
•Dodd, L., Eskola, E. L. and Silén, C. (2011) 'Shining a spotlight on students' information literacy in the PBL process', in Barrett, T. and Moore, S., (eds.) New approaches to problem-based learning: revisiting your practice in higher education. New York: Routledge, pp. 130-143.
•Kenney, B. F. (2008) 'Revitalizing the One-Shot Instruction Session Using Problem-Based Learning', Reference & User Services Quarterly, 47(4), pp. 386-391.
•Munro, K. (2006) 'Modified Problem-Based Library Instruction: A Simple, Reusable Instruction Design', College & Undergraduate Libraries, 13(3), pp. 53-61.
Bibliography
• Assistant Librarian, Waterford Institute of Technology
• Email: [email protected]
Alan Carbery
• Assistant Librarian, Waterford Institute of Technology
• Email: [email protected]
Nora Hegarty