PAA

RL

Para

llel

Ses

sio

n-W

ork

sho

ps

on

Lib

rary

an

d W

eb 2

011,

H

oly

An

gel U

niv

ersi

ty,

Pam

pan

ga, 1

9-20

Au

gust

201

0

Ms.

An

na

Rit

a L.

Alo

mo

Hea

d L

ibra

rian

-G

ener

al R

efer

ence

an

d I

nfo

rmat

ion

Sec

tio

nU

niv

ersi

ty o

f Sa

nto

To

mas

yM

igu

el d

e B

enav

ides

Lib

rary

Otl

iO

utl

ine

Und

erst

andi

ngs

and

Inte

rpre

tatio

ns o

f Pr

oble

m-b

ased

Le

arni

ng

Fram

ewor

ks o

f Lib

rari

an In

volv

emen

t in

PBL

Prog

ram

Rou

te to

Aut

hent

ic L

earn

ing

Con

clus

ion

Ud

td

ig

d

It

tti

f

Un

de

rsta

nd

ings

an

d In

terp

reta

tio

ns

of

Pro

ble

m-b

ase

d L

ea

rnin

gg

Prob

lem

-bas

ed le

arni

ng (

PBL)

is a

n ed

ucat

iona

l tec

hniq

ue

used

to s

uppl

emen

t or

repl

ace

trad

ition

al le

ctur

e-ba

sed

cour

ses.

use

to s

upp

ee

t o

epac

e t

ato

a e

ctu

eas

e c

ouse

s.

It p

rovi

des

the

theo

retic

al fr

amew

ork

for

a le

arne

r-ce

nter

ed

activ

e in

stru

ctio

nal e

xper

ienc

e th

at r

elie

s on

col

labo

ratio

n,

criti

cal t

hink

ing,

and

han

ds-o

n in

tera

ctio

n w

ith r

esou

rces

.

An

appr

oach

to le

arni

ng th

roug

h w

hich

stu

dent

s ha

ve b

een

bld

d

d h

i

i

i

d f

k

en

able

d to

und

erst

and

thei

r ow

n si

tuat

ions

and

fram

ewor

ks s

o th

at th

ey a

re a

ble

to p

erce

ive

how

they

lear

n, a

nd h

ow th

ey s

ee

them

selv

es a

s fu

ture

pro

fess

iona

ls.

p.

Info

rma

tio

n R

eso

urc

es

Prin

ted

and

ele

ctro

nic

book

s (e

-boo

ks)

Prin

ted

and

elec

tron

ic jo

urna

ls (

e-jo

urna

ls)

Prin

ted

and

elec

tron

ic r

efer

ence

tool

s (e

-dic

tiona

ries

, e-a

bstr

acts

an

d in

dexe

s, m

ultim

edia

enc

yclo

pedi

as, e

tc.)

Fk

f

Lib

i

Fra

me

wo

rk o

f Lib

rari

an

Invo

lve

me

nt

in P

BL P

rogra

m1.

Ass

ista

nce

at th

e R

efer

ence

Des

k

Invo

lve

me

nt

in P

BL P

rogra

m

2.In

stru

ctio

n at

the

Ref

eren

ce D

esk

3.C

ours

e-R

elat

ed In

stru

ctio

n

4.R

esou

rce

Man

agem

ent a

nd U

tiliz

atio

n

5.C

onsu

ltat

ion

with

Fac

ulty

and

Stu

dent

s

6.G

roup

Fac

ilita

tion

1.A

ssis

tanc

e at

the

Ref

eren

ce D

esk

It

ti

ith

td

t

t th

f

dk

hl

i th

-

Inte

ract

ion

with

stu

dent

s at

the

refe

renc

e de

sk, h

elpi

ng th

em

sele

ct a

ppro

pria

te r

esou

rces

for

thei

r le

arni

ng o

bjec

tives

.

dir

ecto

ry

dic

tio

nar

yat

las

new

spap

er

2In

stru

ctio

n at

the

Ref

eren

ce D

esk

2.In

stru

ctio

n at

the

Ref

eren

ce D

esk

-C

lose

r to

the

goal

s of

the

curr

icul

um th

an d

irec

ting

stud

ents

to

reso

urce

sre

sour

ces

-Te

ach

stud

ents

how

to u

se s

peci

fic r

esou

rces

How

th

e o

nli

ne

cata

log

can

be

How

th

e o

nli

ne

cata

log

can

be

use

d t

o id

enti

fy w

hat

jou

rnal

ti

tles

th

e li

bra

ry o

wn

s? How

to

use

Sc

ien

ceD

irec

tto

iden

tify

re

view

art

icle

s?

3C

ours

eR

elat

ed In

stru

ctio

n3.

Cou

rse-

Rel

ated

Inst

ruct

ion

-Li

brar

ians

wou

ld id

entif

y cu

rric

ular

inte

grat

ion

Rec

ogni

zes

the

impo

rtan

ce o

f inf

orm

atio

nse

ekin

g sk

ills

-R

ecog

nize

s th

e im

port

ance

of i

nfor

mat

ion-

seek

ing

skill

s

A. I

nter

activ

e In

form

atio

n Se

ekin

g

B S

teps

in In

form

atio

n Se

ekin

gB.

Ste

ps in

Info

rmat

ion

Seek

ing

-A

con

cep

tm

appr

esen

tsth

ere

latio

nshi

psam

ong

ase

tof

conn

ecte

dco

nce p

tsan

did

eas.

Itis

ata

ngib

lew

ayto

disp

lay

how

pg

yp

yyo

urm

ind

"see

s"a

part

icul

arto

pic.

Byco

nstr

uctin

ga

conc

ept

map

,you

refle

cton

wha

tyou

know

and

wha

tyou

don'

tkno

w.I

na

CM

hll

db

il

dC

once

ptM

ap,

the

conc

epts

,us

ually

repr

esen

ted

bysi

ngle

wor

dsen

clos

edin

are

ctan

gle

(box

),ar

eco

nnec

ted

toot

her

conc

ept

boxe

sb y

arro

ws.

y

PB

L an

d C

on

cep

t M

aps-

An

An

alo

gy:

Inpr

oble

m-b

ased

lear

ning

,eac

hst

uden

tgr

oup

islik

ea

part

yof

expl

orer

sen

teri

ngne

wte

rrito

ry.

As

agr

oup

they

deci

dew

hat

ofex

plor

ers

ente

ring

new

terr

itory

.A

sa

grou

pth

eyde

cide

wha

tne

ighb

orin

gar

eas

they

shou

ldre

conn

oite

r,th

ein

divi

dual

mem

bers

scou

tthe

sear

eas

and

retu

rnto

desc

ribe

thin

gsth

eydi

scov

ered

that

are

lt

tth

t’

it

tIt

ii

tt

ith

ith

tth

rele

vant

toth

epa

rty

sin

tere

sts.

Itis

impo

rtan

tin

this

proc

ess

that

the

scou

tskn

oww

hat

they

are

look

ing

for

(hav

ew

ell-

defin

edle

arni

ngis

sues

).In

this

effo

rt,

each

mem

ber

lear

nsdi

ffere

ntth

ings

that

get

inte

grat

edan

dus

edto

mak

ede

cisi

ons.

Not

allo

fthe

info

rmat

ion

will

betr

ansm

itted

toth

eot

hers

.W

hen

the

expe

ditio

nis

over

and

the

part

yne

eds

tosu

mm

ariz

eth

eir

expl

orat

ions

,th

eydr

awa

map

that

py

p,

yp

capt

ures

the

impo

rtan

tfe

atur

esof

the

terr

itory

.T

his

wou

ldco

rres

pond

toa

PBL

grou

pco

nstr

uctin

ga

conc

ept

map

.T

hein

stru

ctor

ortu

tor

ser

esas

ana

tie

guid

ein

this

anal

ogin

stru

ctor

ortu

tor

serv

esas

ana

tive

guid

ein

this

anal

ogy.

4.R

esou

rce

Man

agem

ent a

nd U

tiliz

atio

n

Cll

ti

t t b

h

id

ll

ith

th

-C

olle

ctio

n m

anag

emen

t mus

t be

sync

hron

ized

clo

sely

with

the

curr

icul

um

-G

athe

ring

and

ana

lyzi

ng in

form

atio

n ab

out t

he r

esou

rces

use

d G

athe

ring

and

ana

lyzi

ng in

form

atio

n ab

out t

he r

esou

rces

use

d by

stu

dent

s

A. I

nfor

mat

ion

reso

urce

s an

d to

ols

B. E

valu

atin

g in

form

atio

n re

sour

ces

5.C

onsu

ltat

ion

with

Fac

ulty

and

Stu

dent

s

Ct

-C

ompo

nent

s:

1. C

onsu

ltin

g du

ring

pla

nnin

g an

d de

velo

pmen

t of t

he P

BL

curr

icul

acu

rric

ula.

2. C

onsu

ltin

g w

ith s

tude

nts

and

facu

lty

duri

ng P

BL

rega

rdin

g in

form

atio

n so

urce

s, u

se, a

nd in

form

atio

n-se

ekin

g g

gg

stra

tegi

es.

6.G

roup

Fac

ilita

tion

Indi

cate

s th

e gr

eate

st le

vel o

f cur

ricu

lar

inte

grat

ion

is li

brar

ians

-

Indi

cate

s th

e gr

eate

st le

vel o

f cur

ricu

lar

inte

grat

ion

is li

brar

ians

se

rvin

g as

sm

all-

grou

p fa

cilit

ator

s (t

utor

s)

-Li

brar

ians

can

func

tion

wel

l as

faci

litat

ors

beca

use

of th

e in

terp

erso

nal a

nd c

omm

unic

atio

n sk

ills

deve

lope

d fo

r re

fere

nce

inte

rvie

win

g an

d as

sist

ing

libra

ry u

sers

Ro

ute

fo

r A

uth

en

tic

Le

arn

ing

Wha

t is

auth

entic

lear

ning

?

Wha

t mak

es a

uthe

ntic

lear

ning

effe

ctiv

e?

g

Why

is a

uthe

ntic

lear

ning

impo

rtan

t?

Wh

I A

hi

Li

?

Wh

at

Is A

uth

en

tic

Le

arn

ing?

-

Aut

hent

ic le

arni

ng ty

pica

lly fo

cuse

s on

rea

l-w

orld

, com

plex

pr

oble

ms

and

thei

r so

lutio

ns, u

sing

rol

e-pl

ayin

g ex

erci

ses,

pr

oble

m-b

ased

act

iviti

es, c

ase

stud

ies,

and

par

ticip

atio

n in

vir

tual

co

mm

uniti

es o

f pra

ctic

e

com

mun

ities

of p

ract

ice.

-A

lear

ning

env

iron

men

t is

sim

ilar

to s

ome

‘real w

orl

d’ a

pplic

atio

n or

dis

cipl

ine:

for

exam

ple,

man

agin

g a

city

, bui

ldin

g a

hous

e, fl

ying

o

sc

pe:

o e

ap

e,

aag

g a

cty

, u

g a

ouse

, y

g an

air

plan

e, s

ettin

g a

budg

et, a

nd o

r so

lvin

g a

crim

e.

-A

uthe

ntic

lear

ning

inte

ntio

nally

bri

ngs

into

pla

y m

ultip

le

disc

iplin

es, m

ultip

le p

ersp

ectiv

es, w

ays

of w

orki

ng, h

abits

of m

ind,

an

d co

mm

unity

.

10

El

t

f A

thti

1

0 E

lem

en

ts o

f A

uth

en

tic

Le

arn

ing

Le

arn

ing

1 R

eal

orld

rel

ean

ce1.

Rea

l-w

orld

rel

evan

ce

2. Il

l-de

fined

pro

blem

3 S

id

ii

i3.

Sus

tain

ed in

vest

igat

ion

4. M

ultip

le s

ourc

es a

nd p

ersp

ectiv

es

5. C

olla

bora

tion

6. R

efle

ctio

n (m

etac

ogni

tion)

7. In

terd

isci

plin

ary

pers

pect

ive

8 In

tegr

ated

ass

essm

ent

8. In

tegr

ated

ass

essm

ent

9. P

olis

hed

prod

ucts

10. M

ultip

le in

terp

reta

tions

and

ou

tcom

es

Au

the

nti

c Le

arn

ing P

ract

ice

s

Sim

ula

tio

n-

Bas

ed L

earn

ing

Inq

uir

y-B

ased

Le

arn

ing

(Op

en

Lear

nin

g I

ii

i)

Stu

den

tC

reat

ed In

itia

tive

)

Peer

Bas

ed

Wo

rkin

g w

ith

St

ud

ent-

Cre

ated

M

edia

Peer

-Bas

ed

Eval

uat

ion

gR

emo

te

Inst

rum

ents

Wo

rkin

g w

ith

R

esea

rch

Dat

a

Ref

lect

ing

and

D

ocu

men

tin

g A

chie

vem

ents

Ach

ieve

men

ts

Wh

Mk

Ah

i L

i

Wh

at

Ma

ke

s A

uth

en

tic

Le

arn

ing

Eff

ect

ive

?

Eff

ect

ive

?

Aut

hent

ic le

arni

ng a

ligns

with

res

earc

h -

Aut

hent

ic le

arni

ng a

ligns

with

res

earc

h in

to th

e w

ay th

e hu

man

min

d tu

rns

info

rmat

ion

into

use

ful,

tran

sfer

able

kn

owle

dge.

kn

owle

dge.

Th

ree

pri

nci

ple

s ill

ust

rate

th

e a

lign

me

nt

be

twe

en

lea

rnin

g r

ese

arc

h a

nd

au

the

nti

c le

arn

ing:

Lear

ner

s lo

ok

fo

r i

con

nec

tio

ns

Lon

gli

ved

att

ach

men

ts

Lon

g-li

ved

att

ach

men

ts

com

e w

ith

pra

ctic

e

New

co

nte

xts

nee

d t

o

be

exp

lore

d

Eig

ht

crit

ica

l fa

cto

rs t

ha

t re

sea

rch

ers

sa

y m

ust

E

igh

t cr

itic

al fa

cto

rs t

ha

t re

sea

rch

ers

sa

y m

ust

be

alig

ne

d t

o e

nsu

re a

su

cce

ssfu

l le

arn

ing

en

viro

nm

en

t :

en

viro

nm

en

t :

goal

s

cont

ent

cont

ent

inst

ruct

iona

l des

ign

lear

ner

task

s

inst

ruct

or r

oles

stud

ent r

oles

tech

nolo

gica

l affo

rdan

ces

tech

nolo

gica

l affo

rdan

ces

asse

ssm

ent

Wh

y Is

Au

the

nti

c Le

arn

ing

-A

uth

enti

c le

arn

ing

exer

cise

s ex

po

se

yg

Imp

ort

an

t? th

e m

essi

nes

s o

f re

al-l

ife

dec

isio

n

mak

ing

, wh

ere

ther

e m

ay n

ot

be

a ri

ght

or

a w

ron

g an

swer

per

se

ri

ght

or

a w

ron

g an

swer

per

se,

al

tho

ugh

on

e so

luti

on

may

be

bet

ter

or

wo

rse

than

oth

ers

de p

end

ing

on

p

gth

e p

arti

cula

r co

nte

xt.

-T

he

goal

is t

o g

ive

lear

ner

s th

e fi

d

h

i

h b

i

con

fid

ence

th

at c

om

es w

ith

bei

ng

reco

gniz

ed a

s “l

egit

imat

e p

erip

her

al

par

tici

pan

ts”

in a

co

mm

un

ity

of

par

tici

pan

ts in

a c

om

mu

nit

y o

f p

ract

ice.

Co

ncl

usi

on

Au

then

tic

iP

BL

Use

rLe

arn

ing

Pro

gra

m

Rea

der

Rea

der

Serv

ices

Co

ncl

usi

on

The

val

ue p

robl

em b

ased

-lea

rnin

g h

as b

een

unde

rest

imat

ed in

te

rms

of th

e w

ays

in w

hich

it c

an:

d

f h

ld

f

keq

uip

stud

ents

for

the

wor

ld o

f wor

k

impr

ove

stud

ents

’ lea

rnin

g by

hel

ping

them

to le

arn

with

co

mpl

exity

and

thro

ugh

ambi

guity

and

com

plex

ity a

nd th

roug

h am

bigu

ity, a

nd

enab

le s

tude

nts

to s

ee le

arni

ng a

s a

lifel

ong

cycl

ical

pro

cess

th

rou g

h w

hich

to d

evel

op in

crea

sing

und

erst

andi

ngs

of

gp

gg

them

selv

es a

nd th

e si

tuat

ions

in w

hich

they

lear

n ef

fect

ivel

y.