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IMPACT, course redesign, information literacy, informed learning


This project enabled students in an introductory biology course to learn biological information literacy. The section of the course described utilized a peer-led team learning (PLTL) model in which 50 students met twice a week. The students also divided into teams that met weekly for a workshop facilitated by a peer leader. The first time the course was taught in this way information literacy tasks were added to the weekly problem sets that the students worked on with their teams each week. By examining recorded footage of team meetings, it was determined that the students did not always see the relevancy of the information literacy tasks. The second time the course was taught, changes to instruction were made based on the Six Frames model of informed learning, which suggests that in addition to focusing on specific information skills and competencies, we also need to emphasize the personal and social aspects of using information to learn biology. Data from self-evaluations and peer reviews related to two of the teams confirmed the effort achieved the desired outcomes. PLTL workshops worked equally well with typical students and with high achieving students. The categorization of their achievements using the Six Frames showed that students were proud of developing information competencies, but also emphasized the importance of relating personally to the project. This presentation was given on October 11, 2013 to Purdue Libraries Dean's Advisory Council.

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Biology Commons