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Re-framing information literacy: Problem-based learning as informed learning

机译：重新构筑信息素养：将基于问题的学习作为知情学习

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摘要

This study explores an online information literacy module that uses problem-based learning (PBL). The goal was to enable students to experience information literacy in a richer way, by moving away from a focus on locating information sources to one of information use in the construction of knowledge. A content analysis of the research journals and reflection papers of students (N=15) in a distance education school library media administration endorsement program suggests that PBL was an effective approach for some students, but not others. Some students were motivated by working on authentic problems, and at least half the students engaged deeply with information and discovered new questions and angles for research during the process. These students applied more sophisticated evaluation strategies and were more metacognitive in their thinking, assessing their progress and shifting strategies as they progressed through the module.
机译：这项研究探索了使用基于问题的学习（PBL）的在线信息素养模块。目标是使学生从专注于查找信息源的重点转移到在知识构建中使用信息的一种方式，从而使学生以更丰富的方式体验信息素养。对远程教育学校图书馆媒体管理支持计划中的研究期刊和学生反思论文（N = 15）进行的内容分析表明，PBL对某些学生是一种有效的方法，而对其他学生则不是。一些学生受到真正问题的激励，至少有一半的学生深入了解信息，并在此过程中发现了新的问题和研究角度。这些学生运用了更复杂的评估策略，并且在思维中具有更强的元认知能力，可以评估他们的学习进度，并随着学习模块的发展而改变策略。

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