Library Faculty/Staff Scholarship and Research
Permanent URI for this collectionhttp://hdl.handle.net/1903/11
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Item Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching(Journal of the Medical Library Association, 2016-04) Carroll, Alexander J.; Tchangalova, Nedelina; Harrington, Eileen G.OBJECTIVE This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments. METHODS Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes. RESULTS Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty. CONCLUSION This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.Item Uncorking Learning: Flipping Library Instruction PechaKucha-Style(2015-05-12) Carroll, Alexander J.; Tchangalova, Nedelina; Harrington, Eileen G.Creating a buzz for information literacy among faculty and students is a challenge for many librarians, particularly given the prevalence of one-shot library sessions. Could flipping the information literacy session using a learning management system improve learning outcomes, while engaging students more fully with information literacy concepts? Working with undergraduate students in the health sciences, we assigned student groups different online modules prior to class and had them present what they learned to the class in a Japanese presentation style, known as PechaKucha. We compared these sessions with a more traditional instructor-led session. In this PechaKucha-style presentation, participants will learn about efficient and effective approaches for flipping the classroom and assessing student learning in this type of information literacy session.