Making problem-based learning work: Institutional challenges

Portal

Volumn 4, Issue 4, 2004, Pages 521-531

  Snavely, Loanne ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 9944233432     PISSN: 15312542     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (20)

1. Lynda M. Baker, "Use of Problem-Based Learning in a Basic Reference Course," The Visible College 40, 1 (Winter 1999): 66-9.
2. Alexius Smith Macklin, "Integrating Information Literacy Using Problem-Based Learning," Reference Services Review 29, 4 (December 2001): 306-13.
3. Baker.
4. Macklin.
5. Michael Fosmire and Alexius Macklin, "Riding the Active Learning Wave: Problem-Based Learning as a Catalyst for Creating Faculty-Librarian Instructional Partnerships," Issues in Science and Technology Librarianship 34 (Spring 2002), http://www.istl.org/02-spring/ article2.html (accessed July 8, 2004).
6. Linda Carder, Patricia Willingham, and David Bibb, "Case-Based, Problem-Based Learning: Information Literacy for the Real World," Research Strategies 18, 3 (2001): 181-90.
7. Kathy Brock Enger et al., "Problem-Based Learning: Evolving Strategies and Conversations for Library Instruction," Reference Services Review 30, 4 (November 2002): 355-8.
8. Larry Spence, "The Usual Doesn't Work: Why We Need Problem-Based Learning"; Debora Cheney, "Problem-Based Learning: Librarians as Collaborators and Consultants"; and Michael Pelikan, "Problem-Based Learning in the Library: Evolving a Realistic Approach," [THIS ISSUE].
9. Larry Spence, "The Usual Doesn't Work: Why We Need Problem-Based Learning"; Debora Cheney, "Problem-Based Learning: Librarians as Collaborators and Consultants"; and Michael Pelikan, "Problem-Based Learning in the Library: Evolving a Realistic Approach," [THIS ISSUE].
10. Larry Spence, "The Usual Doesn't Work: Why We Need Problem-Based Learning"; Debora Cheney, "Problem-Based Learning: Librarians as Collaborators and Consultants"; and Michael Pelikan, "Problem-Based Learning in the Library: Evolving a Realistic Approach," [THIS ISSUE].
11. Adda M. Ducas and Nicole Michaud-Oystryk, "Toward a New Enterprise: Capitalizing on the Faculty/Librarian Partnership," College & Research Libraries 64, 1 (January 2003): 55-74. See 59, table 1.
12. Many studies point to these partnerships and collaborations including: Ducas and Michaud-Oystryk, 56; D. Raspa and Dane Ward, The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe (Chicago: Association of College and Research Libraries, 2000), 5; Celia Rabinowitz, "Working in a Vacuum: A Study of the Literature of Student Research and Writing," Research Strategies 17, 4 (2000): 337-46; Christine Black, Sarah Crest, and Mary Volland, "Building a Successful Information Literacy Infrastructure on the Foundation of Librarian-Faculty Collaboration," Research Strategies 18, 3 (2001): 215-25; and Debora Cheney, "Problem-Based Learning: Librarians as Collaborators and Consultants," [THIS ISSUE].
13. Many studies point to these partnerships and collaborations including: Ducas and Michaud-Oystryk, 56; D. Raspa and Dane Ward, The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe (Chicago: Association of College and Research Libraries, 2000), 5; Celia Rabinowitz, "Working in a Vacuum: A Study of the Literature of Student Research and Writing," Research Strategies 17, 4 (2000): 337-46; Christine Black, Sarah Crest, and Mary Volland, "Building a Successful Information Literacy Infrastructure on the Foundation of Librarian-Faculty Collaboration," Research Strategies 18, 3 (2001): 215-25; and Debora Cheney, "Problem-Based Learning: Librarians as Collaborators and Consultants," [THIS ISSUE].
14. Many studies point to these partnerships and collaborations including: Ducas and Michaud-Oystryk, 56; D. Raspa and Dane Ward, The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe (Chicago: Association of College and Research Libraries, 2000), 5; Celia Rabinowitz, "Working in a Vacuum: A Study of the Literature of Student Research and Writing," Research Strategies 17, 4 (2000): 337-46; Christine Black, Sarah Crest, and Mary Volland, "Building a Successful Information Literacy Infrastructure on the Foundation of Librarian-Faculty Collaboration," Research Strategies 18, 3 (2001): 215-25; and Debora Cheney, "Problem-Based Learning: Librarians as Collaborators and Consultants," [THIS ISSUE].
15. Many studies point to these partnerships and collaborations including: Ducas and Michaud-Oystryk, 56; D. Raspa and Dane Ward, The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe (Chicago: Association of College and Research Libraries, 2000), 5; Celia Rabinowitz, "Working in a Vacuum: A Study of the Literature of Student Research and Writing," Research Strategies 17, 4 (2000): 337-46; Christine Black, Sarah Crest, and Mary Volland, "Building a Successful Information Literacy Infrastructure on the Foundation of Librarian-Faculty Collaboration," Research Strategies 18, 3 (2001): 215-25; and Debora Cheney, "Problem-Based Learning: Librarians as Collaborators and Consultants," [THIS ISSUE].
16. Lisa Janicke Hinchliffe, Neal-Schuman Electronic Classroom Handbook (New York: Neal-Schuman Publishers, 2001), 55-6. The "clusters" layout enables a collaborative teaching/ learning approach and many of the elements needed for PBL but does not allow for group interaction and visibility around a single computer or for the instructors to have a simultaneous view of all groups' computer screens; Mark Emmons and Francis C. Wilkinson, "Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles," Library Hi Tech 19, 1 (March 2001): 77-87. Figure 2b allows for individual use of computers with screens visible by the instructor and group discussion at a table but not group work with a computer.
17. Lisa Janicke Hinchliffe, Neal-Schuman Electronic Classroom Handbook (New York: Neal-Schuman Publishers, 2001), 55-6. The "clusters" layout enables a collaborative teaching/ learning approach and many of the elements needed for PBL but does not allow for group interaction and visibility around a single computer or for the instructors to have a simultaneous view of all groups' computer screens; Mark Emmons and Francis C. Wilkinson, "Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles," Library Hi Tech 19, 1 (March 2001): 77-87. Figure 2b allows for individual use of computers with screens visible by the instructor and group discussion at a table but not group work with a computer.
18. Equipment and capabilities of each of instruction room can be found on the Penn State University Libraries' Instructional Programs' Web site, http://www.libraries.psu.edu/ instruction/rooms.htm (accessed July 8, 2004).
19. Carder et al., 184. The authors note that it is possible to teach in "traditional classrooms or labs with or without computers," stating that the ability to break into groups and the presence of a writing surface are the critical elements. We have found that hands-on computer access is also essential.
20. Images of Perm State PBL classrooms: layouts and designs, http://www.libraries.psu.edu/ instruction/PBLrooms.htm (accessed July 22, 2004).