Examining Information Problem-Solving Instruction: Dynamic Relationship Patterns Mediated by Distinct Instructional Methodologies

Abstract

Information problem-solving (IPS) is a central focus of information literacy instruction on the K-12 level, and school media specialists are employing various instructional methodologies during the teaching process.The use of different methodologies has the potential to mediate dynamic teaching/ learning relationships in distinct ways. The purpose of this study was to examine relationships within two IPS methodologies: problem-based learning (PB) and participatory simulation(PS). Participant observation was employed to record and describe the broad patterns of relationships that were mediated by each methodology. The results of the study give greater insight into the role that methodology plays in mediating interactions between the elements of an instructional system.