“Mapping and Managing Knowledge and Information in Resource-Based Learning”
(Peer Reviewed Journal)
“Teachers’ View of the Implementation of Resource-Based Learning”
(Peer Reviewed Journal)
Summary of the Module
Resource-based learning (RBL) is a deep learning mode that “is not tied to a single learning theory or to any specific pedagogy” (Campbell, Flageolle, Griffith, & Wojcik, 2004). RBL is an environment that is “designed for a particular audience and educational purpose” (Greenhow, Dexter, & Riedel, 2006). In RBL, teachers work collaboratively with the media specialist or LMC directors to create a unit. This unit is “designed to actively engage students with multiple resources in both print and non-print form” (Campbell, Flageolle, Griffith, & Wojcik, 2014). In RBL, the teacher is a coach that helps students navigate through the various resources and information. The teacher or media specialist can help guide individual students or groups through questioning, researching, and presenting their knowledge of the topic. According to Fitzpatrick, n.d.), RBL “fosters the development of individual students by accommodating their varied interests, experiences, learning styles, needs and ability levels.” Differentiation and student choice are both easily done within the RBL model. Also, students are challenged to analyze and evaluate the information they find. RBL provides an opportunity to collaborate with peers, construct meaning, formulate questions that guides them in their learning, and become problem-solvers. By using a variety of resources in RBL, students develop the necessary information literacy skills they will need in the future.
Ideas from Independent Reading
In the peer reviewed journal article “Mapping and Managing Knowledge and information in Resource-Based Learning,” Tergan, Graber, and Neumann (2006) state “students are often overwhelmed by the complexity of task-relevant knowledge and information.” Students are being encouraged to follow their curiosity and search through various types of resources to find answers to their questions. In this article, computer-based concept mapping is discussed and how it is a valuable tool for students during RBL. Concept mapping is “a visualization technique, which has a long tradition in the educational context as a cognitive tool for enhancing learning” (Tergan, Graber, & Neumann, 2006). When concept mapping is taken from two-dimensional to an advanced computer-based mapping, students can take the new understanding of information and elaborate on “the conceptual knowledge like notes, summaries, weblogs, and graphics” (Tergan, Graber, & Neumann, 2006). Students can use hyperlinks to connect information to resources used. Digital concept-mapping allows for “(re)constructing, (re)organizing, (re)representing mapped knowledge” (Tergan, Graber, & Neumann, 2006). Students can effectively use digital concept-mapping to organize the new information and complex content they find during their research.
“Teachers’ View of the Implementation of Resource-Based Learning” is a peer reviewed journal that focuses on teachers’ experiences on planning and implementing RBL into their classroom. The emphasis of this study was “on the subjective meaning and the factors which affected teachers’ implementation of resource-based teaching” (Meyer & Newton, 1992). The data was collected through interview questions given to teachers in four schools and analyzed from a large matrix of verbatim statements. The findings ranged from one end of the spectrum to the other in all areas. Teachers may have been implementing RBL into their classrooms, but had not changed their beliefs about teaching methods. Teachers were implementing RBL, but it was the principal who influenced at what level teachers were using it. The study divided the implementation of RBL into eight levels: self-contained teaching, teaching with a private collection, teaching with a ‘borrowed’ collection, using the library media staff as an idea source, using the LMC staff and resources for enrichment of a unit, using LMC resources as a part of unit content, teacher/library media specialist partnership, and curriculum development (Meyer & Newton, 1992). Teachers using RBL at the higher levels had principals who backed the learning mode. Another factor the study found to to differ between teachers and implementing RBL was the meaning and demands of the learning mode. Some teachers found RBL to be a positive collaborating experience with the teacher-librarian. Others found personality conflicts to get in the way. Still some teachers didn’t understand the value of the teacher-librarian and felt they have always been using the RBL model. The study supported the importance of administration support and teacher/teacher-librarian collaboration.
Compare and Contrast
The articles and resources I have read about RBL have all had similar information. They all mention the collaboration between the teacher and the media specialist and time being a concern with planning a successful unit. The teacher role is also mentioned as moving to a coach or guide for the student. Tergan, Graber, and Neumann (2006) were the only authors to discuss how to help “learners coping with subject-matter complexity and ill-structuredness.” It is important as teachers to help students, especially when being introduced to RBL, to organize their thoughts and research information. RBL, like many other learning modes, can be easily scaffold for students and support can be adjusted throughout the unit and in future units. Digital concept mapping can be valuable to students and much more than the two-dimensional ones.
Application in your setting
RBL is a learning mode that I could see working well in both my ELA and Geography classes. We do research in both classes, so why not allow them more of a choice in the direction it takes them. It seems that collaborating with my LMC director would be the key to doing this, but time could be one of the problems we face. I recently talked with my LMC director about using the RBL model with our upcoming South America unit in Geography. I am excited to work with her and am hoping that by using Google Docs we can collaborate within our time constraints. This should be a great unit for the students to not only follow their own curiosity about South America, but also to become more information-literate learners.
Campbell, L., Flageolle, P., Griffith, S., Wojcik, C. (2014). Resource-Based learning. Emerging Perspectives on Learning, Teaching, and Technology. Retrieved from Retrieved from http://epltt.coe.uga.edu/index.php?title=Resource-Based_Learning
Fitzpatrick, C. (n.d.). Resource-based learning: What is it?. Information Literacy & Learning. Prince Edward Isle, Canada: Department of Education and Early Childhood Development. Retrieved from http://www.edu.pe.ca/bil/bil.asp?ch1.s2.gdtx
Greenhow, C., Dexter, S., & Riedel, E. (2006). Methods for evaluating online, resource-based
learning environments for teachers. Journal of Computing in Teacher Education, 23(1), 21-27.
Meyer, J., & Newton, E. (1992). Teachers’ view of the implementation of resource-based learning. Emergency Librarian, 20(2-), 13-18. Retrieved from http://blackboard.cuchicago.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_5_1
Tergan, S., Graber, W., & Neumann, A. (2006). Mapping and managing knowledge and information in resource-based learning. Innovations in Education and Teaching International, 43(4), 327- 336. Doi: 10.1080/14703290600973737.
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