Keywords

flipped classroom, library instruction, information literacy, online tutorials, active learning, instruction assessment, one-shot library instruction session

Abstract

Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Librarians using a flipped classroom should consider ways to help students make meaningful connections between online tutorials and in-class activities.

Original Publication Citation

Goates, M. C., Nelson, G. M., & Frost, M. (2017). Search strategy development in a flipped library classroom: A student-focused assessment. College & Research Libraries, 78(3), 382-395. doi:10.5860/crl.78.3.382

Document Type

Peer-Reviewed Article

Publication Date

2017-03-01

Permanent URL

http://hdl.lib.byu.edu/1877/3772

Publisher

Association of College and Research Libraries

Language

English

College

Harold B. Lee Library

University Standing at Time of Publication

Associate Professor

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