Re-framing information literacy: Problem-based learning as informed learning |
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| Authors: | Anne R Diekema Wendy Holliday Heather Leary[Author vitae] |
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| Institution: | aInstructional Technology and Learning Sciences, 2830 Old Main Hill, Utah State University, Logan, UT 84322, USA;bMerrill-Cazier Library, 3000 Old Main Hill, Utah State University, Logan, UT 84322, USA;cInstitute of Cognitive Science, 594 UCB, University of Colorado, Boulder, CO 80309, USA |
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| Abstract: | This study explores an online information literacy module that uses problem-based learning (PBL). The goal was to enable students to experience information literacy in a richer way, by moving away from a focus on locating information sources to one of information use in the construction of knowledge. A content analysis of the research journals and reflection papers of students (N = 15) in a distance education school library media administration endorsement program suggests that PBL was an effective approach for some students, but not others. Some students were motivated by working on authentic problems, and at least half the students engaged deeply with information and discovered new questions and angles for research during the process. These students applied more sophisticated evaluation strategies and were more metacognitive in their thinking, assessing their progress and shifting strategies as they progressed through the module. |
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