Problem-Based Learning and Information Literacy: Revising a Technical Writing Class

Authors

Kelly Diamond, West Virginia UniversityFollow

Document Type

Other

Publication Date

1-2019

College/Unit

WVU Libraries

Abstract

This chapter discusses the collaboration between a librarian and faculty member to revise an online technical writing course using the Association of College and Research Libraries (ACRL) Framework for Information Literacy, problem-based learning, and instructional design principles. The chapter outlines three components of course revision: 1) re-design online course to be more engaging to students as well as easier to navigate; 2) create assignments and activities to mirror actual workplace writing tasks; 3) develop research assignments focused on information literacy skills used in the workplace. Using elements from ADDIE (Analyze; Design; Develop; Implement; Evaluate) and Backward Design, the course structure and design was revised so that all assignments and elements of the course contributed to successfully completing the final assignment. Informed by elements of problem-based learning, the ACRL Framework, and Council of Writing Program Administrators’ Framework for Success in Postsecondary Writing, the final assignment asked students to research a workplace-based scenario and present reports to two different audiences. The chapter outlines how research assignments were developed to not only reflect elements of the ACRL Framework but also mirror authentic workplace research. Post-course assessments show that students successfully used appropriate research and created suitable workplace documents written specifically for different audiences.

Digital Commons Citation

Diamond, Kelly, "Problem-Based Learning and Information Literacy: Revising a Technical Writing Class" (2019). Faculty & Staff Scholarship. 1137.
https://researchrepository.wvu.edu/faculty_publications/1137

Source Citation

Diamond, Kelly. (2019). “Problem-Based Learning and Information Literacy: Revising a Technical Writing Class” In Teaching Information Literacy and Writing Studies, Volume 2. Edited by Grace Veach. Purdue University Press.