What's the Problem?: Student-Centered Learning in Social Sciences Library Instruction

Abstract

Results of a study testing the effectiveness of Problem Based Instruction (PBI) in library workshops for social science undergraduate, graduate, and professional students at a large, diverse, state university are presented. In PBI, instructors supply a scenario (the problem) which requires students to think critically, conduct research, and apply their new and prior knowledge to that problem. The problem is not an application of concepts conveyed in a lecture; rather it is the event through which learning occurs. PBI is a student-centered, active learning approach to education that facilitates learning through self-discovery. This study builds on the growing interest in innovative instruction models within academic libraries. It takes social science classes as a test case because the subject areas (government, international relations, criminology) lend themselves to the creation of immediately relatable problem scenarios for instruction. Students bring to the classroom ideas and experiences about the social and political world, and PBI allows students to build on, explore, and question that background. Preliminary data show high levels of student engagement, evidence that learning objectives were met, and strong faculty support. Further data were gathered using both formal and authentic assessment tools throughout Spring Semester 2014. ACKNOWLEDGEMENTS ~ We greatly appreciate our George Mason University Libraries colleagues, Jamie W. Coniglio, MLS; Helen McManus, PhD, MLIS, and April Kelley, MLS for their assistance in the design and development of this poster. We are also very grateful to George Mason University Criminology, Law and Society Professor Laurie J.Robinson for her support of our PBI efforts. WHAT’S THE PROBLEM? Student Centered Learning in Social Sciences Library Instruction Mary Oberlies, MA, MLIS Janna Mattson, MLS Doug Hernandez, M.Ed. George Mason University Libraries Can Be Done Alone Can Be Done with Knowledgeable Others (ZPD) Beyond Present Reach Expand Student Engagement & Learning Target Course: Conflict Resolution Target Course: Criminology, Law & Society Instructional Approach Social Constructivism (Vygotsky) / Problem Based Instruction (PBI) Prior Knowledge Learning Transfer with Real Life Application Elaboration through Discussion Problem Based Planning Problem Creation: Student Selected, Faculty Approved Preferred Behaviors Chart: Measure Student Engagement Small Group Work Problem Based Instruction Brief Librarian-led Information Literacy Tutorial Task: Find 3 Scholarly Resources to Solve the Problem Group Presentations Conclusions Preferred Behaviors Observed = 95% CRAAPP Rubric: 25 students out of 30 students Mean Score What’s Next? Develop SMART Goals & New Assessment Tools Reflect on Problems / Create Problems Repository More Librarian Involvement: Reference Interview as Scaffolding Tool