Problem-Based Learning

Ohles, Janet A.

doi:10.1300/j115v16n02_02

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…Berger's (2008) case study of the introduction of situated learning into a hospitality management course demonstrates the impact of locating IL instruction within topics that are professionally relevant to students. Immediacy, disciplinary situatedness, and implicit learning of IL skills are the characteristics of PBL and POL as they have been applied to the one-shot library session (see, e.g., Carder, Willingham, and Bibb 2001;Cheney 2004;Fosmire and Macklin 2002;Kanter 1998;Kenney 2008;Lindstrom and Shonrock 2006;Macklin 2001and 2002Mellon 1984;Munro 2006, Oberman andLinton 1982;Ohles 1997;Pelikan 2004;Snavely 2004;Spence 2004;Tuckett and Stoffle 1984). PBL provides librarians with the opportunity to integrate their instruction seamlessly into a course or disciplinary curriculum (Kenney 2008;Macklin 2001), as students "experience the content, thinking, skills, habits of mind, and concepts of [a] field of study" (Gallagher 1997, 347).…”

Section: Situated Library Instruction and Problem-based Or Project-ormentioning

confidence: 99%

“…Student realization of the value of library resources is driven home by personal or group discovery, and the library's-and the librarian's-important role in students' evolving citizenship in, and mastery of, their fields is made obvious (Lindstrom and Shonrock 2006). While librarians are a modest group that does not seek the limelight, another important contribution of PBL is the enhancement of librarians' positions within higher education, as they play collaborative co-educator roles with faculty in students' disciplinary and cognitive development (Kanter 1998;Kenney 2008;Lindstrom and Shonrock 2006;Ohles 1997;Watkins 1993). This reinforcement of librarians as educators is especially important and necessary in today's volatile higher education climate, in which librarians' faculty status seems to be coming under scrutiny by administrators and governing bodies.…”

Section: Situated Library Instruction and Problem-based Or Project-ormentioning

confidence: 99%

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“Google Reigns Triumphant”?: Stemming the Tide of Googlitis via Collaborative, Situated Information Literacy Instruction

Leibiger

2011

Behavioral & Social Sciences Librarian

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Googlitis, the overreliance on search engines for research and the resulting development of poor searching skills, is a recognized problem among today's students. Google is not an effective research tool because, in addition to encouraging keyword searching at the expense of more powerful subject searching, it only accesses the Surface Web and is driven by advertising. American higher education unwittingly fosters the use of search engines in research by emphasizing results rather than process. Academic librarians emulate teaching faculty in their reliance on lectures, and their course-related instruction is limited in its effectiveness because it is constrained to one-shot, lecture-driven sessions. A more effective way to teach research is to collaborate with faculty via problembased and project-oriented learning tasks that incorporate authentic discipline-specific information finding and critical thinking into assignments. I thank the following individuals for their contributions to the writing and revision of this article: my faculty colleagues in the University of South Dakota's University Libraries, with whom I have engaged in discussions of situated teaching and learning in my capacity as Information Literacy Coordinator, especially my instructional colleague, Prof. Alan Aldrich; Prof. Bruce Kelley of the University of South Dakota's Center for Teaching and Learning, who has provided me with a forum for teaching about situated learning of IL skills in which I have received valuable feedback on my workshops and assignments; Michelle Rogge Gannon and the participants in the Dakota Writing Project who critiqued my situated IL assignments during the summer workshops of 2010 and 2011; Freshman English Composition teaching assistants Virginia Haines and Dan Schweitzer, who experimented with situated learning assignments in their courses as a result of my teaching in the Dakota Writing Project; and two anonymous reviewers who provided valuable concrete suggestions for improving this article. All inaccuracies and errors are, of course, my responsibility.

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