For Your Enrichment: Flipping Library Information Literacy Sessions to Maximize Student Active Learning: Toward Articulating Effective Design and Implementation Principles

Khailova, Ladislava

doi:10.5860/rusq.56n3.150

Cited by 8 publications

(7 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Librarians, while authority figures, do not represent authority to students the same way that their instructors do (Simmons, 2005). Khailova (2017) pointed out that in flipped classrooms, the librarian's role changed to more of a coach and helper rather than traditional instructor (p. 152), and this is a dynamic we noticed in our clinics. We give out exit tickets, but we do not give out grades.…”

Section: Continuing the Clinicsmentioning

confidence: 98%

Research Clinics: An Alternative Model for Large-Scale Information Literacy Instruction

Koelling¹,

Towsend²

2019

comminfolit

View full text Add to dashboard Cite

This article describes the pilot year of a new model for information literacy instruction in first-year composition classes at the University of New Mexico. The flipped classroom model, the Association of College and Research Libraries Framework for Information Literacy in Higher Education, and challenges to library staffing sparked the implementation of research clinics, which are a blend of a flipped classroom and a research/reference consultation. These clinics are designed to meet students at their point of need for research projects and allow students to choose what sort of library help will be the most beneficial at that moment. At the end of the pilot year, students and librarians reported high levels of satisfaction with the new model. Both students and librarians enjoyed the one-on-one interaction, and librarians felt sessions were more consistently successful. The research clinic model is a flexible approach with implications beyond the first-year composition classroom.

show abstract

Section: Continuing the Clinicsmentioning

confidence: 98%

Research Clinics: An Alternative Model for Large-Scale Information Literacy Instruction

Koelling¹,

Towsend²

2019

comminfolit

View full text Add to dashboard Cite

show abstract

“…It is based on the fact that students participate actively in the learning process. It would be enough to apply a methodology considered as active, such as Flipped Classroom [18], Project Based Learning (PBL) [19], Gamification [20], or Game Based Learning (GBL) [21].…”

Section: Model Rt-cycle For Strong Socialization Creation and Sharing...mentioning

confidence: 99%

The Neuro-Subject: A Living Entity with Learnability

Fidalgo-Blanco

Séin-Echaluce

García-Peñalvo

2019

Learning and Collaboration Technologies. Designing Learning Experiences

View full text Add to dashboard Cite

In the context of an academic subject, students and teachers acquire knowledge and experience, but we must ensure that this experience will be shared and managed. In this way, the learning, acquired in the subject, remains in the subject. A proven way to manage the experience, which has been validated in previous works, is based on considering two dimensions: the conversion of individual knowledge into organizational and the use of a knowledge management system that allows classifying, organizing and finding knowledge based on ontologies and inferences between them. The primary objective of this research work is to join the two dimensions and apply an active method to manage the experience acquired by the teaching staff and students. The combination of the models RT-CICLO, as an active method, and ACCI 3.0 to transform individual and organizational knowledge can be applied so that organizational knowledge and learning are produced in a subject. In this work we have identified the actions in which the students create knowledge, as well as the type of knowledge that is created in each case. Organizational knowledge can be generated from each action, which can also be used to promote individual student learning. In the experience also have been acquired a high perception of usefulness on the part of students with regard to all types of organizational knowledge created.

show abstract

“…In this environment, calls for active learning in the library classroom have gained momentum. These include everything from general recommendations for student engagement in one-shot sessions (Walsh & Inala, 2010) to concrete approaches to active learning, like problem-based learning (Wenger, 2014), flipped classrooms (Benjes-Small & Tucker, 2013;Khailova, 2017), and inquiry-based pedagogies (Rockenbach, 2011). One active learning exercise that has gained popularity in recent years is the use of games in the college classroom, and the library is no exception.…”

Section: Active Learning Approaches To Information Literacy Instructionmentioning

confidence: 99%

Play On? Comparing Active Learning Techniques for Information Literacy Instruction in the Public Speaking Course

Bonnet

Herakova

McAlexander³

2018

The Journal of Academic Librarianship

View full text Add to dashboard Cite

For Your Enrichment: Flipping Library Information Literacy Sessions to Maximize Student Active Learning: Toward Articulating Effective Design and Implementation Principles

Cited by 8 publications

References 5 publications

Research Clinics: An Alternative Model for Large-Scale Information Literacy Instruction

Research Clinics: An Alternative Model for Large-Scale Information Literacy Instruction

The Neuro-Subject: A Living Entity with Learnability

Play On? Comparing Active Learning Techniques for Information Literacy Instruction in the Public Speaking Course

Contact Info

Product

Resources

About