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The Conception, Design, Implementation, and Assessment of Case-Based Learning in an Information Literacy Class

机译：信息素养类基于案例学习的概念，设计，实现和评估

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摘要

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.
机译：基于案例的学习（CBL）是一种流行且成功的教学方法，在医学，商业，法律和计算机科学等学科中使用了很长时间。在过去的十年中，将CBL引入图书馆指示作为图书馆和信息科学领域的积极教学方法，存在趋势。虽然已经进行了一些研究来调查该技术在图书馆和信息科学文学中的这种教学技术的优势，但仍然存在积极教学信息素养的学术图书馆员的大量教学体验和观察。本文介绍了信息素养教室中CBL概念，设计，实施和评估的个人帐户。它讨论了CBL的优势和局限，为未来提供了建议，并指出了与工作量，图书馆员责任和工作场所文化的评估相关的潜在问题。根据CBL课程的经验和评估，这篇文章概述了教学员计划在信息扫盲教育中落实CBL计划的挑战。

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