Purpose

This mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.

Design/methodology/approach

Participants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.

Findings

Quantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.

Originality/value

This study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.

中文翻译：

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课堂案例研究：评估英语作文试点信息素养课程

目的

这项混合方法研究评估了通识教育英语作文课程中的试点图书馆课程。基于案例的学习 (CBL) 是基于问题的学习 (PBL) 的一种形式，用于跨课程构建信息素养技能和概念。本文探讨了该方法对学生学习和参与的影响。

设计/方法/方法

参与者参加了本科作文课程的四个部分。两个部分使用 CBL 图书馆课程进行教学，另外两个部分使用标准图书馆课程作为对照。前测/后测调查包括在信息素养的几个领域评估学生的定量和定性措施。分析了学生子样本的每周反思，研究团队进行了结构化的课堂观察和教学反思。

发现

定量调查结果不支持 CBL 课程与对照组同龄人相比会提高学生的信心和技能水平的假设。尽管各部分在衡量信息素养结果方面没有显着差异，但学生普遍同意 CBL 课程中使用的案例研究教授适用于他们研究的技能。教学观察数据揭示了图书馆课程之间课程的凝聚力，并增加了学生对课堂活动的参与。然而，一些案例研究可以改进，研究设计的一些局限性表明需要进一步研究。

原创性/价值

本研究通过使用对照组对 CBL 教学法的混合方法评估解决了文献中的空白，有助于理解 PBL 教学法在信息素养课程中的作用。