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Article
Re-framing information literacy: Problem-based learning as informed learning
Library and Information Science Research
  • Wendy Holliday, Utah State University
  • Anne Diekema, Utah State University
  • Heather Leary, Utah State University
Document Type
Article
Publisher
Elsevier
Publication Date
8-1-2011
DOI
10.1016/j.lisr.2011.02.002
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.
Citation Information
Originally published by Elsevier. A publisher's PDF may be found here: http://www.sciencedirect.com/science/article/pii/S0740818811000600 The author's pre-print is available for download on this page.