Integrating library instruction into a problem‐based learning curriculum

Abstract

Purpose

This paper seeks to probe key issues concerning library instruction and the problem‐based learning (PBL) curriculum. This is important because the curriculum has particular non‐traditional characteristics, and library instruction may be able to play a greater role, giving students more support in both their study and information‐seeking behaviour.

Design/methodology/approach

The paper systemically surveyed and reviewed literatures related to library instruction, library user education and medical curriculum design.

Findings

To sustainably integrate library instructional materials and activities into the PBL curriculum, it is important to help medical libraries to become learning organizations that can respond to changing external environments.

Research limitations/implications

The paper presents a hybrid template of the instruction for different year medical students. The template can be an example for those who plan library instructional activities in medical schools.

Originality/value

The paper also provides five strategies for the library to manage the previous task more smoothly and effectively. The strategies are: small group education; problems of the curriculum; librarians' re‐education and retraining; information literacy; and the faculty‐librarian partnerships.

Citation

Chen, K., Lin, P. and Chang, S. (2011), "Integrating library instruction into a problem‐based learning curriculum", Aslib Proceedings, Vol. 63 No. 5, pp. 517-532. https://doi.org/10.1108/00012531111164996