Is flipping enough?: A mixed approach to introductory information literacy instruction

Gibes, Elizabeth Andrejasich; James, Heather

doi:10.5860/crln.76.1.9240

Cited by 9 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is supported by the findings from studies conducted by both Brooks (2014) and Stonebraker (2015) to compare traditional and blended instruction where it was discovered that the use of multimedia enhanced students’ participation and engagement with the content as opposed to traditional methods. Similar sentiments have been shared by various authors as they indicated that students can participate more and efficiently when they get the opportunity to engage with their peers on platforms, such as Facebook, Twitter and YouTube (Gibes and James, 2015). Furthermore, a study conducted by De Sousa et al (2017) reported that multimedia helped students in constructing their own knowledge.…”

Section: Discussionsupporting

confidence: 62%

The awareness and application of multimedia tools for information literacy instruction at an African university

Mashiyane

Bangani

Deventer

2020

View full text Add to dashboard Cite

Purpose The purpose of this paper is to determine academic librarians’ awareness and application of multimedia content for information literacy (IL) instruction at the North-West University in South Africa. Design/methodology/approach This study used both the survey and focus group interviews to gather data from the university's faculty librarians. Findings The results of this study show that despite the majority of librarians being aware of the existence and benefits of multimedia tools that can complement their traditional instructional practices, very few actually apply the tools for IL instructional practices. Among the multimedia tools that the librarians often use for the IL instruction, LibGuides were the most favourable because of their ease of use. The main reasons for not using the multimedia tools cited by librarians include the lack of infrastructure and insufficient skills. Practical implications This study recommends the reskilling of librarians by training them in the use of multimedia tools for IL instruction. Social implications The paper sheds light on the current strategies being implemented by faculty librarians in providing IL using multimedia tools. It also outlines the importance of multimedia tools in enhancing eLearning endeavours. Multimedia skills for librarians can also be essential during times of crisis such as the recent COVID-19 outbreak. Originality/value This study is a welcome contribution to the role of ICTs in enhancing library activities during the 4IR. The voice of the librarians in this area has also been minimally represented. This study, therefore, seeks to address these gaps in published scholarly literature.

show abstract

Section: Discussionsupporting

confidence: 62%

The awareness and application of multimedia tools for information literacy instruction at an African university

Mashiyane

Bangani

Deventer

2020

View full text Add to dashboard Cite

show abstract

“…A theme in the comments was that participants liked the one-on-one aspect as well as simply having time to work although some students wanted more one-on-one time. Gibes and James (2015) found similar results when they flipped a first-year English course and credited "enhanced face-to-face interaction" for their flip's success (p. 13).…”

Section: Program Evaluationmentioning

confidence: 73%

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

“…Integration of the assignment into the course management system, as modeled by librarians at Marquette University who developed a comprehensive digital learning object used in all first-year English classes, allowed instructors and librarians to track the completion of pre-session assignments by students as well as the correlation between the completion of pre-session assignments and success in learning activities and the course overall (Gibes & James, 2015). One of the greatest challenges to one-shot instruction sessions, as noted broadly, is simply getting pre-session materials to the students; developing collaborative relationships between course instructors and librarians for flipped classes may also extend the opportunities for dialog with students (Arnold-Garza, 2014a andDatig andRuswick, 2013).…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Flipped Instruction for Information Literacy: Five Instructional Cases of Academic Librarians

Loo

Eifler

Smith

et al. 2016

The Journal of Academic Librarianship

View full text Add to dashboard Cite

University of California, Berkeley librarians have incorporated the flipped instruction model into information literacy training by focusing on two primary elements: assigning pre-class assignments and increasing active learning techniques. We explore these two elements across five diverse instructional cases, which include one-shot and semester-long classes that were conducted through online or in-person delivery for both graduate and undergraduate students across a range of subject areas (sciences, social sciences, and humanities). We examine the enabling factors and the perceived outcomes of this instructional paradigm. Because students came to class with enhanced library understanding and experience from the pre-class assignment, they were better prepared to engage with the material and articulate additional learning needs. We note students' increased engagement during class and more time available for higher-order learning exercises and discussions. As a result, flipped instruction appears to enable more learning opportunities without increasing classroom time. The challenges of this model are the requisite commitment of time and effort, the need to foster class participation, and the facilitation of active communication within the class. We propose a framework of catalysts, building blocks, and instructional outcomes to help library instructors incorporate flipped instruction elements into their instructional design.

show abstract

Is flipping enough?: A mixed approach to introductory information literacy instruction

Cited by 9 publications

References 2 publications

The awareness and application of multimedia tools for information literacy instruction at an African university

The awareness and application of multimedia tools for information literacy instruction at an African university

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

Flipped Instruction for Information Literacy: Five Instructional Cases of Academic Librarians

Contact Info

Product

Resources

About