flipped classroom, library instruction, information literacy, online tutorials, active learning, instruction assessment, one-shot library instruction session
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
BYU ScholarsArchive Citation
Goates, Michael C.; Nelson, Gregory M.; and Frost, Megan, "Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment" (2017). Faculty Publications. 1820.
Association of College and Research Libraries
Harold B. Lee Library
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