Huisman, Rhonda K.2013-03-182013-03-182013-03-18https://hdl.handle.net/1805/3265This [poster]session will describe the presenter’s experience in collaborating with K-12 schools and the Buck Institute for Education in creating a librarian track for the local PBL institute, as well as teaching graduate students information literacy skills through a PBL unit. In addition, the presenter will offer tips on collaborating with faculty to incorporate project-based learning/inquiry strategies and learning experiences, as well as “lessons learned” in the planning and implementation stages.This [poster]session will define Project-Based Learning (PBL), including the methodology, structure, resources, and ideas for collaboration between teachers, faculty and librarians. Project-Based Learning provides for unique, effective, and authentic classroom experience for students at all levels (K-12 and higher education). There is a strong research component in PBL units, which gives librarians the opportunity to engage in deeper and interconnected pedagogy, including the integration of information literacy skills and standards. When students are presented with a real-world, authentic problem to solve, they are empowered in their learning. Through this critical thinking process, they discover resources including new and emerging technologies, connections in their community, as well as recognizing reliable, authoritative resources. The curricular restructuring and adaptation of this type of instructional process involves extensive planning, collaboration, and training, but students report a higher level of understanding, deeper acquisition of knowledge, and personal investment when involved in PBL. Librarians are integral in providing the resources and supporting the research needs of both students and teachers when developing a PBL unit.en-USprojects, information literacy, pedagogy, curriculum, instructionProject method in teachingInformation literacyLibrary orientationPresentation