Margy MacMillan

Problem‐based learning: evolving strategies and conversations for library instruction

Problem‐based learning (PBL) is a teaching strategy that is currently being introduced in undergraduate curricula in colleges and universities across the country, particularly in applied areas such as engineering and the biological sciences. Faculty are increasingly interested in using PBL as an instructional tool because students more readily transfer the knowledge they acquire using PBL to real‐world situations. Librarians at a June 2002 LOEX‐of‐West pre‐conference workshop on PBL questioned how it could be used in the 50‐minute library instruction period, since PBL relies on cooperative learning techniques for successful implementation. The librarians determined that PBL could be applied in the 50‐minute library instruction period using specific Association of College and Research Libraries Information Literacy Competency Standards, but it could be more effectively implemented in two 75‐minute periods where collaboration among students may more easily be facilitated.

Student connections with academic texts: a phenomenographic study of reading

Concerns about the ability of post-secondary students to read scholarly materials are well documented in the literature. A key aspect of reading at the deeper level expected of these students is connecting new information to prior knowledge. This study is based on an activity where students were explicitly required to make such connections as part of an in-class workshop on reading. Phenomenographic analysis of these connections showed that students could establish links between the scholarly article and their personal and academic knowledge. It also showed that students read at both surface and deep levels, making connections to the words in the text or on a deeper level, to the meaning of the text. These insights suggest ways of encouraging students to deepen their engagement with academic texts.

Fostering the integration of information literacy and journalism practice: a long-term study of journalism students

Journalism students draw on a range of information skills and resources to complete both practical and academic assignments. A five-year qualitative study gathered annual reflections on information use from a total of 215 students. A thematic analysis of the statements made by students demonstrates the value of reconfiguring information literacy (IL) instruction to align with the professional needs and practices in their discipline. Deliberate scaffolding encouraged students to transfer ways of understanding and using information between personal, academic, and journalistic contexts. Student statements provide evidence that many are integrating formal learning with experience to develop IL that serves their academic and professional information needs. The long-term nature of the study also provides evidence of students developing their understanding of threshold concepts in IL and internalising those concepts into their practice. Insights from the study may inform changes to instruction within and beyond professional programmes to encourage transfer of IL skills and knowledge between students’ personal, professional, and academic information ecosystems.

LOEX-of-the-West 2008: Hitting the jackpot in Las Vegas

Purpose – The purpose of this guest editorial is to provide an overview of the LOEX‐of‐the‐West 2008 Conference.Design/methodology/approach – The paper is a review the conference, which was hosted by the University of Nevada, Las Vegas, and held from June 4‐6 on the UNLV campus.Findings – The conference provided a forum for learning and thinking about gaming as it applies to information literacy instruction and for sharing ideas, techniques and concerns.Originality/value – The paper gives an overview of the LOEX‐of‐the‐West 2008 Conference, and the issues raised there.