In the course of problem-based learning, students seek outside information related to the problem they are solving. With the abundant availability of information technology, especially Google, students intuitively go beyond their textbook and assigned reading. However, iIn a prior study, we found that when information literacy skills are not taught explicitly taught in this context students will conduct unproductive searches and use unreliable information. In so doing, their ability to effectively address the posed problem may be hindered. These prior research results were used to inform the development of instructional modules, which scaffold information literacy skills into problem-based learning curriculum. The modules model for students how to find and evaluate information when working to solve a synthetic organic chemistry problem. The modules were evaluated using a pre-post test of information literacy, focus group interviews, and evaluation of student work. Through the evaluation, we will improve the intervention modules and articulate how problem solving needs interact with the development of information literacy skills.

Instructional scaffolding of information literacy skills in a problem-based learning context

255th National Meeting (2018)

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