Abstract:

Mastering theory and practice in Library and Information Science (LIS) is a challenge and a need in the design of study plans at undergraduate level. Then, it as to be implemented in course classes with a pedagogical approach attending to topics learned and taking advantage of online technologies to enhance student’s motivation, skills and the communication between students and the professor. In this assumption, a brief reflection will be made on the combination of theoretical teaching and the practical component of undergraduate courses in LIS area.

The principles and methodology inherent to project-based learning and collaborative work will be explained briefly as a starting point to present and analyze the teaching and learning experience of a course unit from an undergraduate course in LIS area, from Polytechnic Institute of Porto (Portugal). The subject course Information Services and Resources Project (3rd year / 2nd semester) of the Degree in Library and Information Science and Technologies will be presented, namely the learning outcomes and the pedagogical options grounded on project-based learning and collaborative work. The three years learning experience of this course unit will be share.

The need and the value of allowing students, in pairs group, to choose from different topics the one more aligned with owns interests, integrating different knowledge and skills acquired over the previous five semesters of the curricula, will be emphasized. The need for permanent monitoring of students’ activities by the professor, the potential of using a blog for each project as a structuring element of this monitoring and as tool to preserve the memory of the project will be explained. The selected results of some projects will be presented and discussed, emphasizing the necessary conditions to achieve quality outputs.

Finally, the pedagogical experience of this course unit on Information Services and Resources Project will be discussed attending to the guidelines and reflections produced by IFLA, in the Guidelines for Professional Library / information Educational Programs (2012), and within the scope of the Project EINFOSE - European Information Science Education: Encouraging Mobility and Learning Outcomes Harmonization (2016-2018).

Based on a literature review and the critical analysis of the teaching experience of the course unit, a critical reflexion on the attempts to bring new teaching methods into LIS curricula and to focus more on student learning needs and preferences will be made. Some inputs to the reflexion on how to modernize LIS educational programs and didactic practices will be presented.

Keywords:

Library and Information Science education, project-based learning, collaborative work, pedagogical innovation.