A massively flipped class

Rodriguez, Julia E.

doi:10.1108/rsr-07-2015-0033

Cited by 19 publications

(6 citation statements)

References 14 publications

(22 reference statements)

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“…The names used included library instruction (Berg 2018;Teague 2019), information literacy (Carroll 2016;Parramore 2019), inquiry-based learning (Sullivan, 2014), and library competency workshops (Rivera 2015). Almost all the library sessions were one-time sessions for a duration between 50 and 110 minutes (Rodriguez 2016;Whitver and Lo 2017;Berg 2018;Budhai and Williams 2021;Cowden et al 2021;Morin, 2021). However, there was also a shared program for 2 to 5 sessions, with a duration of 50 to 110 minutes (Carroll 2016;Tomaszweski 2021).…”

Section: Findings Library Instruction Programmentioning

confidence: 99%

Teaching strategies for library instruction: directions from the literature

Variant Anna,

(Corresponding Author),

A.M.K.

2023

MJLIS

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This paper proposes teaching strategies and techniques for library instruction in academic libraries to achieve the intended goals. The recommendations are based on insights from previous research in library instruction with the intention to identify possible strategies and techniques for different user groups. This study applied a systematic literature review method, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to examine the use of teaching strategies and techniques in library instruction programs. The Web of Science (WoS) and Scopus databases were searched for relevant literature using specific keywords. Applying the inclusion criteria, a total of 27 articles out of the 1380 documents extracted, were deemed relevant to the study. The results show that library instruction is usually conducted in the form of individual sessions. Teaching strategies used by librarians include flipped classroom, faux flip, classroom teaching, research clinic, consultation, asynchronous learning, and online synchronous learning, among others. These teaching strategies improved engagement and relationships between students and librarians, while impacting critical thinking, confidence and self-directed learning. It is concluded that librarians should consider adopting and combining teaching strategies based on individual needs and use technology to improve teaching effectiveness and increase student learning. This study shows that most studies on library instruction have only partially addressed instructional strategies. A critical review of the literature revealed that a strategic shift in the management of library instruction is necessary to achieve the intended outcomes. In this study, three teaching strategies for library education are proposed, namely Embracing for freshman, Encouraging for sophomore, and Leveraging for postgraduates.

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Section: Findings Library Instruction Programmentioning

confidence: 99%

Teaching strategies for library instruction: directions from the literature

Variant Anna,

(Corresponding Author),

A.M.K.

2023

MJLIS

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“…Researchers have also expressed concerns over the lack of data with regard to learner perceptions (Loo et al, 2016;Rodriguez, 2016). In his 2017 study concerning a flipped freshman (first year undergraduate) English library instruction, Rivera did not find the expected success, and suspected that this was caused by students' unfamiliarity with the flipped class model (Rivera, 2017).…”

Section: Expectations For Future Researchmentioning

confidence: 99%

Flipping the classroom for information literacy instruction

Shen

2018

JIL

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This study examined the possibility of enabling personalised, collaborative information literacy (IL) instruction through a flipped class model. Two-stage interviews were conducted before and after a pilot project was given to participants, which was designed according to guiding principles of personalised learning and online collaborative learning (OCL) theory. The study used a qualitative framework to gauge learners’ perceptions regarding the effectiveness and feasibility of the design. Samples were taken from learners who had previously been involved in a flipped classroom. The data collected from the two-stage interviews were compared and further discussed in light of Giorgi’s (1999) understanding of learning through a phenomenological perspective. Five participants were involved in the study. For the first-stage interviews, the five participants all responded positively towards the prospectus of a flipped, personalised and collaborative IL instruction. For the second-stage interviews, three participants offered feedback regarding an interactive PowerPoint specifically designed for a flipped IL instruction, which had incorporated elements of personalisation and group activities. All three participants in the second stage interviews spoke favourably of the content of the interactive PowerPoint, but they also all exhibited a degree of hesitation when multiple options were presented to them. They were still expecting clear instructions instead of taking control of the process. This study discovered a gap between learners’ positivity towards a flipped, personalised and collaborative learning model, and the fact that learners are fundamentally accustomed to traditional learning paths. This implies there are hurdles to overcome before the flipped model can deliver results, especially when learners are expected to take more control over their own learning. Further research is needed to explore ways of altering learner mind sets in order to enable learners to embrace the full potential of flipped learning.

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“…För att kunna erbjuda ett meningsfullt innehåll i och marknadsföra tjänsterna på ett bra sätt krävs ett engagemang från både studenter och lärare. Dessutom behövs ett nära samarbete mellan bibliotek och fakultet om man skall utveckla ett studentaktivt lärande med flippade klassrum (Rodriguez, 2016).…”

Section: Oakland Universityunclassified

Studentaktiva lärande- och examinationsformer: Bidrag från universitetspedagogisk konferens 2017

Johansson

2018

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Detta är den tredje rapporten i en ny serie, Utveckling av undervisning och examination i högre utbildning, från Universitetspedagogiska enheten. I föreliggande rapport presenteras sex olika utvecklingsprojekt som samtliga belyser studentcentrerad undervisning. Studenterna får med stöd av lärarens design av läraktiviteter och examinationsuppgifter goda förutsättningar att vara aktiva före, under och efter studierna. Det handlar bland annat om att utveckla akademisk informationskompetens, att använda aktiva pedagogiska möten så kallat flippat lärande, att genom olika former för studentcentrerad och aktiv examination öka studenternas möjlighet att lyckas med studierna och få en beredskap inför kommande arbetsliv. Samtliga texter är utvecklade utifrån projekt som presenterades på universitetets gemensamma pedagogiska konferens hösten 2017. Publicerade texter i rapportserien kan ligga till grund för pedagogisk meritering vid ansökan om att bli meriterad eller excellent inom undervisning och examination vid Karlstads universitet. Den Universitetspedagogiska enheten kommer kontinuerligt att ge ut rapporter inom området undervisning och lärande där verksamma lärare och medarbetare delar med sig av erfarenheter av utvecklingsarbete inom undervisning och examination.

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A massively flipped class

Cited by 19 publications

References 14 publications

Teaching strategies for library instruction: directions from the literature

Teaching strategies for library instruction: directions from the literature

Flipping the classroom for information literacy instruction

Studentaktiva lärande- och examinationsformer: Bidrag från universitetspedagogisk konferens 2017

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