Intersections: The Research Process in Project Based Learning Pete McDonnell Presentation to Ex Ed 644 class November 12, 2007

Background Excited by Project Based Learning! Interest in Information Literacy Personal Experience Witnessed Project Presentation

Driving Questions How are information sources (including libraries) used in Project Based Learning? Are library research methods “taught” in project based schools? How is it assessed? What do educators at these schools say about library research and the project method? Possibilities for collaboration

Dewey Says… Why the Project Based method? “Subject matter never can be got into the child from without. Learning is active. It involves reaching out of the mind” (p. 471, The Philosophy of John Dewey) Opportunities for relevance, engagement, and collaboration

What is Project Based Learning? Students create (individually or in groups) projects or products built around a personally meaningful theme, build basic skills, and learn subject content. Authentic, engaged inquiry Student-centered Teacher becomes an advisor/facilitator Meets mandated standards

Library Research in Traditional Education Library Media Centers (K-12) Library Media Specialist Books, periodicals, and computers A spectrum of librarian roles: Organizer and locator of information (simple) Advisor or tutor (more complex) Counselor (most complex)

Information Literacy A set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (ALA web site: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm)

Information Literacy Learners construct meaning through experience (Constructivism) Learners seek information and incorporate into their knowledge base (Dewey’s Pattern of Inquiry) Learning theory and information theory are closely aligned

The Pattern of Inquiry Perplexity; problem needs to be defined Hypothesize Gather data, observe, remember past experience; make a plan Experiment and test Reflect and repeat the process

How does Project Based method compare with Information Literacy Recognizes need for info/Formulates question (Inquiry) Develops strategies for locating info (Planning) Determines accuracy and relevance Selects information appropriate to the problem at hand

American Association of School Librarians “Information Literacy Standards for Student Learning”(from Information Power) Integrates new information into one’s knowledge base Pursues information related to personal interests (Relevance) Assesses the quality of personal information seeking (Reflection) Revises, improves, updates knowledge (Reflection)

Intersections—Info Lit and Project based Learning Rubrics for Accessing and Selecting Information Project Resources Form Books and other library resources Organizations and Community groups (could include libraries) Internet Resources Avalon Charter School Project Rubric and proposal forms include research criteria http://www.avalonschool.org/documents/ProjectRubric06-07.doc

Intersections “Students without experience in projects will need training in research methods” (p. 8, Project Based Learning Handbook) Collaboration is a key recommendation of Information Power/AASL Standards Collaboration between librarians and teachers supports authentic learning within the curriculum, and beyond into lifelong learning

Intersections “The Never-Ending Story: Questioning Strategies for the Information Age” (Cathleen Galas) Engagement and Relevance in science projects Teacher models good researching behavior and connects students with resources at the point of need Research is continually folded into the inquiry process Libraries not specifically mentioned as collaborators; Use of Internet resources is highlighted

Intersections “Be True to Your School: Real-life Learning through the Library Media Center” (Gail Bush) Emphasizes teacher/library collaboration Teacher and librarian become “facilitators and coaches who no longer have all the answers but guide students in the pursuit of information” Connecting to external resources/experts Field trips to local libraries

Intersections: Teacher Interviews Four questions about: Library collections and services Instruction in use of information sources Use of external library/info resources Collaborations between libraries and schools

Teacher Interviews Common themes Small library/media collections Strong Internet/technology base Orientation to library research: “Project class” Advisors guide students through research Use of public libraries Collaboration is welcomed Avoid Wikipedia!

Teacher Interviews Differences Rubrics to assess quality of research Subscription databases/resources for student projects

What I learned from the Project Project Based Learning methods and Information Literacy have common roots Use of computers, digital media, and electronic information is a key component of Project Based Learning today Collaboration is good!

What worked and what didn’t Noticed my own research process throughout the project (Pattern of Inquiry again!) Perspective of practicing teachers was very helpful Look more closely at the similarities between learning theory and information theory Could have focused more on how students use and evaluate Web sources in their projects

Future Directions Growth area: not much yet written on collaborations between librarians and teachers using the Project Based Learning method Potential for collaborations between high schools and college and university libraries (breadth and depth of collections)