Creating Creating Collaborations for Collaborations for Providing Sci-Tech Providing Sci-Tech

Information LiteracyInformation LiteracyUsing Active Learning Using Active Learning Techniques to get a Techniques to get a

foot in the door.foot in the door.

ALA ACRL/STS Presentation, June 28, 2004M. Fosmire, Head, PSET Division, Purdue University

AcknowledgementsAcknowledgements

Alexius Macklin, User Alexius Macklin, User Instruction Librarian at Instruction Librarian at Purdue, who has had more to Purdue, who has had more to do with the success of this do with the success of this program than I have.program than I have.

Wayne Booker, a private Wayne Booker, a private donor, provided seed money donor, provided seed money for this program.for this program.

OutlineOutline

Share some venues for Share some venues for making connectionsmaking connections

Describe how problem-based Describe how problem-based learning (PBL) is ideal for learning (PBL) is ideal for teaching information literacyteaching information literacy

Provide examples of PBL Provide examples of PBL collaborations at Purduecollaborations at Purdue

Age old Question of BIAge old Question of BI

How do you get attention of How do you get attention of instructors?instructors?

Ans: Ans: Feed them/IncentivesFeed them/Incentives Get info literacy in University Get info literacy in University

strategic planstrategic plan Get involved in University-wide Get involved in University-wide

teaching initiativesteaching initiatives

IncentivesIncentives

Our grant bought lunch for about Our grant bought lunch for about 15 faculty15 faculty

Presentation resulted in two pilot Presentation resulted in two pilot groups and several interested groups and several interested faculty membersfaculty members

Faculty conversations among Faculty conversations among selves helps define needs, selves helps define needs, desiresdesires

Phase 2: Mini-grants to buy time Phase 2: Mini-grants to buy time of faculty to develop information of faculty to develop information literacy projects (Macklin)literacy projects (Macklin)

University Strategic University Strategic Plan Plan

Purdue has a strategic plan Purdue has a strategic plan mentioning information literacy:mentioning information literacy:

Goal 2 — Learning:Goal 2 — Learning: Attain and preserve excellence Attain and preserve excellence in learning through programs of superior quality in learning through programs of superior quality

and value in every academic disciplineand value in every academic discipline Core competencies of learners in critical thinking, Core competencies of learners in critical thinking,

communication skills, communication skills, information literacyinformation literacy, information , information technology, and methods of inquiry; teaching students how technology, and methods of inquiry; teaching students how to learn; and sensitizing them to the values, ethical to learn; and sensitizing them to the values, ethical principles, and global perspectives implicit in their studies principles, and global perspectives implicit in their studies

Good for foot-in-the-door “how are Good for foot-in-the-door “how are you meeting the strategic plan you meeting the strategic plan goals of information literacy?”goals of information literacy?”

University-wide University-wide Teaching InitiativesTeaching Initiatives

Universities have rediscovered Universities have rediscovered their teaching mission – formed their teaching mission – formed Centers for Teaching Excellence Centers for Teaching Excellence to support instructorsto support instructors

Centers are always looking for Centers are always looking for programmingprogramming research assignmentsresearch assignments plagiarismplagiarism problem-based learningproblem-based learning

Focus on PBLFocus on PBL

Dramatic success with PBL Dramatic success with PBL model for information model for information literacy instructionliteracy instruction Alexius Macklin co-founded PBL Alexius Macklin co-founded PBL

interest group in CIEinterest group in CIE Campus-wide PBL Day, May Campus-wide PBL Day, May

2001, with poster sessions and 2001, with poster sessions and presentations.presentations.

Why PBL?Why PBL?

Active Learning TechniqueActive Learning Technique Hands-on activities more Hands-on activities more

interesting than lecturesinteresting than lectures Faculty increasingly required to Faculty increasingly required to

include active learning in coursesinclude active learning in courses Inherently requires information Inherently requires information

skills – ‘Stealth info literacy’skills – ‘Stealth info literacy’

What Is PBL?What Is PBL?

Students are given an ‘ill-Students are given an ‘ill-structured’ open-ended problem structured’ open-ended problem to solve. to solve.

Students need to:Students need to: articulate what the core problem is,articulate what the core problem is, determine what information they determine what information they

already have,already have, determine what information they determine what information they

need to gather,need to gather, synthesize the information to resolve synthesize the information to resolve

the problem, andthe problem, and defend their results. defend their results.

Power of PBLPower of PBL

Technique intrinsically requires Technique intrinsically requires research—to identify ‘learning research—to identify ‘learning issues’ for problem and filling issues’ for problem and filling those needsthose needs

Structure follows info literacy Structure follows info literacy competency standardscompetency standards

Information skills follow content, Information skills follow content, not vice versa not vice versa

Skills acquired at point of need, Skills acquired at point of need, as wrestling with the problemas wrestling with the problem

Example (EAS 109)Example (EAS 109)

Problem:Problem: Everyone is talking about global warming. Everyone is talking about global warming.

As a legislative aide, you need your boss to As a legislative aide, you need your boss to stay in power, so you can keep your job. stay in power, so you can keep your job. Recommend a policy about global warming Recommend a policy about global warming that will make your congressperson look that will make your congressperson look good.good.

Specifically: Your working group has been selected to Specifically: Your working group has been selected to provide a recommendation concerning X as a possible provide a recommendation concerning X as a possible solution to the global warming situation. For the next solution to the global warming situation. For the next lab, prepare a presentation showing why your lab, prepare a presentation showing why your recommendation should be endorsed by your boss.recommendation should be endorsed by your boss.

How Information How Information Literacy Fits In.Literacy Fits In.

In order for the student to be In order for the student to be successful at their project, they successful at their project, they need to be able to:need to be able to: Articulate their problem/information Articulate their problem/information

needneed Locate needed informationLocate needed information Analyze and evaluate informationAnalyze and evaluate information Synthesize information to solve the Synthesize information to solve the

problemproblem Properly attribute information sourcesProperly attribute information sources

In a nutshell, the ACRL Information In a nutshell, the ACRL Information Literacy Competency StandardsLiteracy Competency Standards

Problem DefinitionProblem Definition

From the scenario, ask From the scenario, ask students to extract the main students to extract the main question or problem they question or problem they need to resolve, in their own need to resolve, in their own words.words.

Basically, create a research Basically, create a research question or hypothesisquestion or hypothesis

Determine ‘Learning Determine ‘Learning Issues’Issues’

We use KND methodWe use KND method What do they already What do they already KKnow?now? What do they What do they NNeed to know?eed to know? What do they What do they DDo to find their o to find their

information?information? With a KND chart, they can With a KND chart, they can

articulate their information articulate their information needs.needs.

Topic Articulation Topic Articulation WorksheetWorksheet

For example, How old is the Earth?:For example, How old is the Earth?: What do I What do I KKnow?now?

Teacher said 4.6 billion yearsTeacher said 4.6 billion years Radio-something datingRadio-something dating I’m 20 years old, so its older than thatI’m 20 years old, so its older than that

What do I What do I NNeed to know?eed to know? The date of the Earth’s FormationThe date of the Earth’s Formation What is radio-something dating?What is radio-something dating? How does it work? How accurate is it?How does it work? How accurate is it?

What do I need to What do I need to DDo to find it?o to find it? Write down key conceptsWrite down key concepts Put them together to create searches for Put them together to create searches for

information.information. E.g. – age of earth; radiometric dating, ice cores, E.g. – age of earth; radiometric dating, ice cores,

formation of earthformation of earth

Then, let them workThen, let them work

Let ‘em loose on the internet (20 Let ‘em loose on the internet (20 minutes) – minutes) – Locate InformationLocate Information They write down what they learnThey write down what they learn

Exchange papers (10 minutes) – Exchange papers (10 minutes) – Analyze/Evaluate InformationAnalyze/Evaluate Information Give them evaluation criteria and Give them evaluation criteria and

peers see if they found some ‘good peers see if they found some ‘good stuff’.stuff’.

Present to Class (5 minutes)Present to Class (5 minutes) Students present good, bad examples Students present good, bad examples

Students like to learn from peersStudents like to learn from peers

Then, repeat with Then, repeat with JournalsJournals

They have used search They have used search strategies in a forgiving strategies in a forgiving system (the Web)system (the Web)

Now, they dig into more Now, they dig into more substantial faresubstantial fare

Repeat search and report Repeat search and report process—asking them to find process—asking them to find differences between web and differences between web and published resourcespublished resources

Bringing it all togetherBringing it all together

Groups create presentation Groups create presentation defending their solution to the defending their solution to the problem – problem – Synthesizing Synthesizing Information; Citing InformationInformation; Citing Information

The best presentations are The best presentations are repeated in the lecture class, repeated in the lecture class, and questions from them and questions from them appear on examsappear on exams

What do the Instructors What do the Instructors Do?Do?

Cliché for active learning:Cliché for active learning: Not the sage on the stage, Not the sage on the stage, but the guide on the side. but the guide on the side.

Circulate for one-on-one help Circulate for one-on-one help with all aspects of the exercisewith all aspects of the exercise

Since interfaces come and go, Since interfaces come and go, concentrate on discovery skills concentrate on discovery skills rather than syntaxrather than syntax

Student Results Student Results (self-evaluation)(self-evaluation)

SkillSkill % Agree% Agree

Can apply skills learned to Can apply skills learned to final projectfinal project

76%76%

Can Find and Evaluate Can Find and Evaluate InformationInformation

98%98%

Can Find Scholarly Can Find Scholarly InformationInformation

92%92%

Can Properly Cite InformationCan Properly Cite Information 93%93%

Student Results Student Results (cont.)(cont.)

54% of students rated 54% of students rated Information Labs as one of Information Labs as one of top two labs in the coursetop two labs in the course

Instructors saw marked Instructors saw marked improvement in student improvement in student paperspapers

Status of this ProjectStatus of this Project

The Development of a Program:The Development of a Program: Year 1: Michael Fosmire and Alexius Year 1: Michael Fosmire and Alexius

Macklin, created two information labs, 4 lab Macklin, created two information labs, 4 lab sections sections

Year 2: Michael Fosmire and Carolyn Year 2: Michael Fosmire and Carolyn Laffoon, created one information lab, 4 lab Laffoon, created one information lab, 4 lab sectionssections

Year 3: Trained TA’s to administer lab, Year 3: Trained TA’s to administer lab, Carolyn Laffoon providing backup Carolyn Laffoon providing backup assistance, 5 lab sectionsassistance, 5 lab sections

Moving responsibility to TA’s, makes Moving responsibility to TA’s, makes project project scalablescalable and more tightly and more tightly integrated into curriculumintegrated into curriculum

Other ProjectsOther Projects Vet Med—integrated into their Vet Med—integrated into their

PBL coursework -- G. Stephens PBL coursework -- G. Stephens and B. Brown) and B. Brown) (mini-grant)(mini-grant)

Rte. 231 relocation (HTM, Rte. 231 relocation (HTM, Forestry, Landscape Arch) – V. Forestry, Landscape Arch) – V. Killion Killion (mini-grant)(mini-grant)

Science and Society – A. MacklinScience and Society – A. Macklin EAS 243 Mineralogy – M. FosmireEAS 243 Mineralogy – M. Fosmire Coming Soon: Coming Soon:

Ag + Bio Eng.; Ag + Bio Eng.; Organizational Leadership and Organizational Leadership and

SupervisionSupervision

Last Words of AdviceLast Words of Advice

Flog your successes (and Flog your successes (and those of others) as much as those of others) as much as possiblepossible

But, don’t think that one But, don’t think that one technique or style fits every technique or style fits every situation…situation…

Listen to your faculty’s needs Listen to your faculty’s needs and respond to themand respond to them

ConclusionsConclusions PBL offers a foot in the door to help PBL offers a foot in the door to help

faculty provide active learning faculty provide active learning exercisesexercises

PBL-based exercises promote PBL-based exercises promote hands-on experience with all hands-on experience with all Information Literacy Competency Information Literacy Competency StandardsStandards

Students enjoy labsStudents enjoy labs Students feel they can transfer skills Students feel they can transfer skills

to reports/projects in other classesto reports/projects in other classes

Instruction URLsInstruction URLs

EAS 109EAS 109 www.lib.purdue.edu/eas/inst/eas109www.lib.purdue.edu/eas/inst/eas109

Vet Med 520-540Vet Med 520-540 http://www.lib.purdue.edu/vetmed/inst/svmleadhttp://www.lib.purdue.edu/vetmed/inst/svmlead

er/index.htmler/index.html Rt 231 relocationRt 231 relocation

http://www.lib.purdue.edu/pnhs/inst/231Relocatihttp://www.lib.purdue.edu/pnhs/inst/231Relocation/on/

EAS 243EAS 243 www.lib.purdue.edu/eas/inst/eas243www.lib.purdue.edu/eas/inst/eas243

Comments or Questions:Comments or Questions: fosmire@purdue.edufosmire@purdue.edu

Further ReadingFurther Reading

Duch, B.J., Groh, S.E., and Allen, D.E. 2001. Duch, B.J., Groh, S.E., and Allen, D.E. 2001. The Power The Power of Problem-based Learning. of Problem-based Learning. Stylus: Stirling, VA. Stylus: Stirling, VA.

Fogarty, Robin. 1997. Fogarty, Robin. 1997. Problem-based Learning and Problem-based Learning and Other Curriculum Models for the Multiple Intelligences. Other Curriculum Models for the Multiple Intelligences. Classroom. Classroom. Skylight: Arlington Heights, Ill.Skylight: Arlington Heights, Ill.

Macklin, A.S. 2002. Integrating Information Literacy Macklin, A.S. 2002. Integrating Information Literacy Using Problem-based Learning. Using Problem-based Learning. Reference Services Reference Services Review. Review. 29(4):306-314. 29(4):306-314.

Macklin, Alexius Smith, and Michael Fosmire. “The Macklin, Alexius Smith, and Michael Fosmire. “The LEADER Project.” LEADER Project.” College and Research Libraries College and Research Libraries NewsNews, 64, no 3 (2003): 192-195. , 64, no 3 (2003): 192-195.

Fosmire, Michael and Alexius Macklin. “Riding the Fosmire, Michael and Alexius Macklin. “Riding the Active Learning Wave: Using Problem-Based Learning Active Learning Wave: Using Problem-Based Learning as a Catalyst for Creating Faculty-Librarian as a Catalyst for Creating Faculty-Librarian PartnershipsPartnerships.” Issues in Science and Technology .” Issues in Science and Technology Librarianship, Librarianship, 34, Spring 2002. http://www.istl.org/02-34, Spring 2002. http://www.istl.org/02-spring/article2.html.spring/article2.html.

Background on the techniques of PBL and more detail on our collaborations