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Foley, Anne (2010) Aspects of problem-based learning : implications for library collaboration in learning and teaching. Investigations in university teaching and learning, 6 (2). pp. 109-118. ISSN 1740-5106
Problem Based Learning (PBL) is a curriculum development and delivery method encompassing, in addition to disciplinary knowledge, independent learning, and effective information retrieval, evaluation and communication as core values. In PBL active student learning is situated in facilitated, constructivist learning environments using real-world problems as conduits to the construction of new knowledge. The principles of Information Literacy (IL) recognize the information literate person as possessing the ability to recognise when specific information is needed, the ability to locate and critically evaluate that information and the ability to communicate it effectively and ethically. Amongst the explicit learning outcomes of both PBL and IL are the acquisition of competencies in the areas of critical reflexivity, information gathering and evaluation, communication, problem-solving and independent learning. Implicit in both is the potential for learners to acquire lifelong learning skills. PBL and IL appear, in the main, to make easy bedfellows. It is the evidence for this mutually beneficial relationship, from the point of view of the learner, academic staff, and academic/subject librarian in HE that is examined in this paper.
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