Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching
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Date
2016-04Citation
Carroll, Alexander J. and Nedelina Tchangalova, Eileen G. Harrington. “Using Canvas and PechaKucha to Facilitate Undergraduate Peer Teaching of Evidence Based Practice.” Journal of Medical Library Association 104(2): 125-130 (2016). Available at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4816471/
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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.