Year: 2012
Type: article
Abstract: This report describes a case study using a collaborative model of problem-based learning in library instruction as an innovative alternative to traditional methods. The authors examine the use of problem-based library instruction in three courses, including an examination of the results of the assignment students were given as part of the exercise. The authors found that the problem-based learning model increased student engagement with library resources and provided a mechanism for identifying and correcting deficiencies in students’ information literacy knowledge and skills. If a specific session of library instruction is intended to provide guidance on the use of the library for a particular assignment or project, then using a problem-based learning approach in collaboration with teaching faculty is a simple way to improve library instruction.
Source: The Mathematics Enthusiast
Authors: Samantha Hines, Eric H. Hines
Institution: University of Montana
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1582223316