A paradigm shift: Changing approaches in the classroom

Thacker, Mara

doi:10.5860/crln.73.3.8723

Cited by 1 publication

(1 citation statement)

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“…And this flexible atmosphere may communicate a more approachable persona of the librarian -happy to assist and open to discussion. This could improve the affective experience of students with information literacy instruction (Thacker, 2012 andVidmar, 1998). From the students' perspective, they responded positively to the pre-class assignment, reporting that the exercise served as a working protocol for future database searching.…”

Section: Observationsmentioning

confidence: 95%

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

Loo

Eifler

Smith

et al. 2016

The Journal of Academic Librarianship

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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.

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Section: Observationsmentioning

confidence: 95%