No assignment? Just flip it: The flipped classroom in first-year library instruction

Berg, Cara

doi:10.1080/10691316.2018.1539366

Cited by 6 publications

(5 citation statements)

References 17 publications

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“…Library instructions were carried out in university libraries, polytechnics, colleges, and research institutions worldwide, and each library adopted its program name based on the institution's vision and mission (Table 2). The names used included library instruction (Berg 2018;Teague 2019), information literacy (Carroll 2016;Parramore 2019), inquiry-based learning (Sullivan, 2014), and library competency workshops (Rivera 2015). Almost all the library sessions were one-time sessions for a duration between 50 and 110 minutes (Rodriguez 2016;Whitver and Lo 2017;Berg 2018;Budhai and Williams 2021;Cowden et al 2021;Morin, 2021).…”

Section: Findings Library Instruction Programmentioning

confidence: 99%

“…The names used included library instruction (Berg 2018;Teague 2019), information literacy (Carroll 2016;Parramore 2019), inquiry-based learning (Sullivan, 2014), and library competency workshops (Rivera 2015). Almost all the library sessions were one-time sessions for a duration between 50 and 110 minutes (Rodriguez 2016;Whitver and Lo 2017;Berg 2018;Budhai and Williams 2021;Cowden et al 2021;Morin, 2021). However, there was also a shared program for 2 to 5 sessions, with a duration of 50 to 110 minutes (Carroll 2016;Tomaszweski 2021).…”

Section: Findings Library Instruction Programmentioning

confidence: 99%

“…The learning techniques were derived from the learning strategy, technology, and tools used in the library instruction program (Table 3). The teaching strategies of librarians varied based on learning theories, among which the most popular was constructivism (active learning), which is student-focused learning (Andriotis 2018;Berg 2018;Watts 2018;Tomaszweski 2021). Social constructivist learning by Vygotsky asserts that learning is a process of social exchange between one person and another so that there is an interaction between teachers and students, including the environment (McLeod 2022).…”

Section: Teaching Strategies and Techniquesmentioning

confidence: 99%

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Teaching strategies for library instruction: directions from the literature

Variant Anna,

(Corresponding Author),

A.M.K.

2023

MJLIS

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This paper proposes teaching strategies and techniques for library instruction in academic libraries to achieve the intended goals. The recommendations are based on insights from previous research in library instruction with the intention to identify possible strategies and techniques for different user groups. This study applied a systematic literature review method, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to examine the use of teaching strategies and techniques in library instruction programs. The Web of Science (WoS) and Scopus databases were searched for relevant literature using specific keywords. Applying the inclusion criteria, a total of 27 articles out of the 1380 documents extracted, were deemed relevant to the study. The results show that library instruction is usually conducted in the form of individual sessions. Teaching strategies used by librarians include flipped classroom, faux flip, classroom teaching, research clinic, consultation, asynchronous learning, and online synchronous learning, among others. These teaching strategies improved engagement and relationships between students and librarians, while impacting critical thinking, confidence and self-directed learning. It is concluded that librarians should consider adopting and combining teaching strategies based on individual needs and use technology to improve teaching effectiveness and increase student learning. This study shows that most studies on library instruction have only partially addressed instructional strategies. A critical review of the literature revealed that a strategic shift in the management of library instruction is necessary to achieve the intended outcomes. In this study, three teaching strategies for library education are proposed, namely Embracing for freshman, Encouraging for sophomore, and Leveraging for postgraduates.

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Section: Findings Library Instruction Programmentioning

confidence: 99%

Section: Findings Library Instruction Programmentioning

confidence: 99%

Section: Teaching Strategies and Techniquesmentioning

confidence: 99%

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Teaching strategies for library instruction: directions from the literature

Variant Anna,

(Corresponding Author),

A.M.K.

2023

MJLIS

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“…Librarians have been taking advantage of the flipped format to enhance instruction in one-shot lessons (Berg, 2018;Brooks, 2014). By having some or all of the instruction of the lesson occur prior to the students' arrival, the librarian can recoup some of the time lost to too much material to cover, the course instructor discussing assignments or reviewing material, or student tardiness (Berg, 2018). Another advantage is that through pre-class activities the students can acquire basic research skills and move on to more advanced strategies in the information literacy session (Cohen, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Flip It and Break It: Using Flipped Lessons and Breakouts to Energize Learning

Pennucci

2020

palrap

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Flipping the classroom using instructional videos and creating escape room style breakout activities are instructional strategies that can enliven classroom learning experiences. Combined they can enhance the one-shot information literacy session by increasing instructional time and engaging learners in a hands-on activity that promotes critical thinking skills, knowledge application, collaboration, and research resiliency. This article follows the continuing evolution of an experiment with using breakout style lessons in face to face and flipped classes.

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“…The professor, therefore, becomes a "guide on the side" who can help the students during the class time but is no longer there to lecture to the students (New Media Consortium, 2017). Academic librarians adopted this method of teaching and used it to teach information literacy to students (Berg, 2018). But this method can also be used to "train the trainer" and, in particular, to train liaison librarians about copyright issues.…”

Section: Copyright Online Miniseries: a Flipped Learning Approach To mentioning

confidence: 99%

Copyright Online Mini-Series: A Flipped Learning Approach to Disseminating Copyright Knowledge to Subject Liaison Librarians

Benson¹

2019

JCEL

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In the digital age copyright literacy is in high demand. The Association of College and Research Libraries included copyright literacy as a core component of information literacy for higher education in its Framework for Information Literacy for Higher Education, which explicitly describes an “information has value” component, including copyright knowledge. However, even at an institution fortunate enough to have a copyright librarian, that one person cannot attend every single information-literacy session on campus that is presented in affiliation with the library. Thus the copyright librarian must form bridges to the rest of campus, and one of the best ways to do so is through collaboration with subject liaison librarians. So far this article has not revealed any groundbreaking revelations—librarians collaborate frequently to make the best use of the talents and resources available to them. What is more novel is the suggestion made herein for copyright librarians to adopt the flipped learning model; in particular, to facilitate liaison sessions.

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No assignment? Just flip it: The flipped classroom in first-year library instruction

Cited by 6 publications

References 17 publications

Teaching strategies for library instruction: directions from the literature

Teaching strategies for library instruction: directions from the literature

Flip It and Break It: Using Flipped Lessons and Breakouts to Energize Learning

Copyright Online Mini-Series: A Flipped Learning Approach to Disseminating Copyright Knowledge to Subject Liaison Librarians

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