Problem-based learning (PBL) presents an opportunity for librarians and instructors to collaborate on designing learning experiences that will allow students to acquire information-gathering skills as part of their subject curriculum. This article describes a pilot course that incorporated PBL in the School of Information Sciences and Technology (IST) First-Year Seminar (FYS). The focus was on using questions to solve problems, evaluating information resources, using appropriate research and information sources to answer a research question, and defining course expectations for information gathering. The process of how the instructor and librarian worked to develop an appropriate learning experience, lessons learned, and the advantages of PBL are described. The article is second in a series of articles describing the instructor perspective (Larry Spence), later developments in the same course (Michael Pelikan), and the role of the libraries' instruction programs in furthering such approaches (Loanne Snavely).


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pp. 495-508
Launched on MUSE
Open Access
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