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LOEX 2013: Beyond the University Gates

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Jessica Lange

on 18 May 2013

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Transcript of LOEX 2013: Beyond the University Gates

Beyond the University Gates:
Effective Methods for Teaching Career-Oriented IL Skills to Students in Professional Programs Katherine Hanz
katherine.hanz@mcgill.ca
Jessica Lange
jessica.lange@mcgill.ca "experience in applying the concepts and methods of marketing research to a real marketing research problem"
MRKT 451 assignment The company you’re investigating wants to launch the product below. They want to know:
who is their target market
what channels they should use to promote this item. Carder, L., Willingham, P., & Bibb, D. (2001). Case-based, problem-based learning: information literacy for the real world. Research Strategies, 18(3), 181-190.

Macklin, A. S. (2001). Integrating information literacy using problem-based learning. Reference Services Review, 29(4), 306-313. Present problem Students define information needed to solve problem. Librarian demonstrate resources Students work in groups to match resources with information needed. Students present solutions. Problem Based
Learning
Model Elements of a
good problem Relates to the real world Incorporates learning objectives Interesting or controversial Right answer?? Things to consider:
Class size
Computer availability
# of problems
Level of student
Library/resource familiarity MRKT 451 - Marketing Research
MGCR 352 prerequisite
Mandatory for marketing students Brenenson, S., Enger, K. B., Lenn, K., MacMillan, M., Meisart, M. F., Meserve, H., & Vella, S. A. (2002). Problem-based learning: evolving strategies and conversations for library instruction. Reference Services Review, 30(4), 355-358. ACRL's Information Literacy Competency Standards for Higher Education

Standard One: "The information literate students determines the nature and extent of the information needed."

Standard Three: "The information literate student evaluates information and its sources critically and incorporated selected information into his or her knowledge base and value system." Standard Two: "The information literate student accesses needed information effectively and efficiently." Group activity
Full transcript