Abstract
Case-Based Learning (CBL) is a popular and successful teaching method used for a long time in disciplines such as medicine, business, law, and computer science. In the past decade, there has been a trend to introduce CBL into library instructions as an active teaching approach in the field of library and information science. Although a few studies have been conducted to investigate the advantages of this teaching technique in the library and information science literature, there remains a substantial absence of first-hand instructional experiences and observations from academic librarians who are actively teaching information literacy. This article presents a personal account of the concept, design, implementation, and assessment of CBL in an information literacy classroom. It discusses the advantages and limitations of CBL, offers suggestions for the future, and points out potential concerns related to the evaluation of workload, librarians’ responsibilities, and the workplace culture. Based on experiences and assessments of CBL classes, the article outlines foreseeable challenges for teaching librarians planning to implement CBL program in information literacy education.
Highlights
The Biology Department at York College of the City University of New York (CUNY) offers students courses in life sciences to advance their studies
A few studies have been conducted to investigate the advantages of this teaching technique in the library and information science literature, there remains a substantial absence of first-hand instructional experiences and observations from academic librarians who are actively teaching information literacy
The York College Library began collaborating with the Biology Department to integrate one-shot information literacy instructions into the Biological Principles I, Bio 201 in abbreviation, (Liberal Arts)
Summary
The Biology Department at York College of the City University of New York (CUNY) offers students courses in life sciences to advance their studies. The York College Library began collaborating with the Biology Department to integrate one-shot information literacy instructions into the Biological Principles I, Bio 201 in abbreviation, (Liberal Arts). This article records one librarian’s teaching experience in this aspect, which documents the utilization of the Case-Based Learning (CBL) in the one-shot information literacy classes. The goal of these classes is to help. Students become more competent, confident, and critical information seekers These classes aim to assist students in achieving deeper learning both in their current academic lives and future professional lives
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