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dc.contributor.authorCarroll, Alexander J.
dc.contributor.authorTchangalova, Nedelina
dc.contributor.authorHarrington, Eileen G.
dc.date.accessioned2014-10-15T17:37:35Z
dc.date.available2014-10-15T17:37:35Z
dc.date.issued2014-10-21
dc.identifierhttps://doi.org/10.13016/M2ZS3D
dc.identifier.urihttp://hdl.handle.net/1903/15858
dc.descriptionThis pilot program was sponsored by: (1) Mid-Atlantic Chapter (MAC) of the Medical Library Association (MLA) Research & Assessment Grant ($1,000); and (2) UMD Libraries Faculty Research Fund grant ($500)en_US
dc.description.abstractPURPOSE: Most early career undergraduates receive instruction in the core competencies of the Association of College & Research Libraries (ACRL) Information Literacy Standards. Recent studies suggest that such general instruction programs do not provide students with enough exposure or guided practice for these concepts to be retained sufficiently, requiring librarians to review many of these concepts with upper-level undergraduates. This paper will describe a pilot flipped information literacy program that will be implemented to improve the development and application of information literacy skills in upper-level undergraduates, while fostering closer collaboration between librarians and faculty. PARTICIPANTS: Faculty and students in the University of Maryland (UMD) Professional Writing Program, School of Public Health, Biological Sciences Department, and the Animal and Avian Sciences Department. METHODOLOGY: In the fall semester, the authors will pilot a flipped information literacy program. Prior to meeting for an in-person library instruction session, students will be required to complete online modules on topics related to information literacy. During the library session, students will work in teams to develop and deliver PechaKucha presentations on an assigned module. Instead of the traditional role of lecturer and database demonstrator, the librarians will adopt the role of facilitators. The program will be evaluated using a variety of tools at different levels: (1) Online quizzes for each module; (2) Peer assessment of the PechaKucha presentations; (3) Semi-structured interviews with faculty participants; (4) Analysis of bibliographies of students’ final projects. RESULTS: Expected results include improved retention and implementation of information literacy skills by upper-level undergraduates, an improvement in faculty-librarian collaborations in teaching information literacy skills, and an increase in the number of faculty using new pedagogical techniques in their classes. DISCUSSION/CONCLUSION: Based on our results, the discussion will explore the challenges and successes in designing, implementing and evaluating a flipped information literacy program.en_US
dc.language.isoen_USen_US
dc.subjectinstructionen_US
dc.subjectflipped classroomen_US
dc.subjectcanvas / course management systemsen_US
dc.subjectonline tutorialsen_US
dc.subjectPechaKuchaen_US
dc.subjectPICOen_US
dc.subjectPubMeden_US
dc.subjectMeSHen_US
dc.subjectinformation literacyen_US
dc.subjectthreshold conceptsen_US
dc.subjectlearning outcomesen_US
dc.subjectconcept reinforcement through practiceen_US
dc.subjecthealth science librarianshipen_US
dc.subjectteam based learningen_US
dc.subjectactive learningen_US
dc.subjecttudent peer learning and assessmenten_US
dc.titleA Booster Shot for Health Science Librarianship : Using Canvas and PechaKucha to Flip the Library Classroom en_US
dc.typePresentationen_US
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland Librariesen_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us


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