Using a flipped classroom to embed information literacy skills training into academic studies

Dommett, Eleanor J.

doi:10.11645/12.1.2349

Cited by 6 publications

(6 citation statements)

References 24 publications

(35 reference statements)

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“…Journal Country h-Index [43] Communications in Information Literacy United States 14 [44] Journal of the Medical Library Association United States 57 [45] Pixel-Bit. Revista de Medios y Educación Spain 2 [46] Journal of Information Literacy United Kingdom 9 [47] Journal of Information Literacy United Kingdom 9 [48] Journal of Information Literacy United Kingdom 9 [49] Journal of the Medical Library Association United States 57 [50] Journal of Information Literacy United Kingdom 9 [51] Australian Academic & Research Libraries Australia 25 [52] The Journal of Academic Librarianship United Kingdom 55 [53] Communications in Informational Literacy United States 14 In terms of the discipline of knowledge to which the analyzed studies belonged (Table 3), they mainly belonged to the branch of knowledge "Information Science and Library Science" followed by "Computer Sciences" with "Medical Informatics" and "Educational Research". As for the institutions from which the authors come, they are varied, a large part of them coming from the United States.…”

Section: Referencesmentioning

confidence: 99%

The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review

et al. 2020

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With the arrival of the Internet and information and communication technologies (ICTs), today’s society has driven many changes in which the digital channel is one of the main information consumption channels for young university students. Due to the turbulent landscape full of fake news and confusing information we have entered, there is a need to promote information literacy among quality students. To this end, the use of innovative strategies and methods such as Flipped Classroom can be a novel alternative to receive this content. Based on these ideas, the objective of this work was framed in the methodological design corresponding to the systematic review. Thus, empirical work was compiled to put into practice the Flipped Classroom methodology and to promote informational teaching from different knowledge disciplines at the university level. The results showed that the application of the methodology is multivariate, and that it can be administered to students in various ways (video-tutorials, animated videos, training modules, etc.) depending on the creativity of the teacher. Likewise, the results compiled in the review turn towards the improvement of the students’ informational skills, as well as the increase in diverse personal and academic variables.

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Section: Referencesmentioning

confidence: 99%

The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review

et al. 2020

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“…The literature also showed that any negative impact of a change to flipped learning would be minimal. Studies have found that flipped IL instruction results in positive student feedback and either slightly improves academic outcomes or does not significantly impact on them (Arnold-Garza, 2014;Brooks, 2014;McCue, 2016;Dommett;2018;Poole, 2021). While the challenges of assessing the impact of IL instruction have rightly been noted (Markless & Streatfield, 2017), it is equally true that effective, well-studied historic tuition models would fall under a broad definition of flipped learning (Abeysekera & Dawson, 2016).…”

Section: Wider Environmentmentioning

confidence: 99%

Improving information literacy and academic skills tuition through flipped online delivery

Morris

McDermott²

2022

JIL

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The COVID-19 pandemic forced UK universities to move the majority or all of tuition online. The Library Academic Support Team at Leeds Beckett University used that shift as an opportunity to improve information literacy (IL) and academic skills tuition across the institution. Instruction and support were redesigned on a flipped basis to ensure that online delivery improved on face-to-face delivery rather than simply replicating it. This project report reviews that work with usage statistics, user feedback, practicalities of service provision and discussion of impact. The report extends existing literature with a model of significant institution-level changes to IL and academic skills instruction which could be applied elsewhere. It concludes that the shift to flipped online learning was a qualified success, with the revised approach proving notably more popular and inclusive, also providing other benefits such as more focused in-class discussion.

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“…Teachers can modify the teaching-learning conditions through the flipped classroom because this pedagogical model allows the creation of dynamic, creative and active activities (Cohen et al, 2016;Maciejewski, 2016). For example, students make presentations and discuss the topics of the courses in the classroom (Dommett, 2018). Several authors (e.g., Mason et al, 2013;Maciejewski, 2016;Salinas Martínez et al, 2015;Shen, 2018) have incorporated the flipped classroom in school activities and educational practices.…”

Section: Flipped Classroommentioning

confidence: 99%

“…In the same way, Cohen et al (2016) used the flipped classroom to facilitate the assimilation of knowledge about the use of digital resources. Even, Dommett (2018) incorporated digital readings and videos into school activities for developing students' skills.…”

Section: Flipped Classroommentioning

confidence: 99%

Use of the Flipped Classroom to Design Creative and Active Activities in the Field of Computer Science

Salas-Rueda

2020

Creativity Studies

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The objective of this quantitative research is to analyze the impact of the flipped classroom in the educational process on computer science considering data science and machine learning. This study proposes the consultation of YouTube videos (before class), collaborative work through MySQL software (during class) and individual work through MySQL software (after class) in the database subject. The results of machine learning (linear regression) indicate that school activities before, during and after the class positively influence the assimilation of knowledge and development of skills on the administration of the database. Likewise, data science identifies 6 predictive models on the use of the flipped classroom in the educational process by means of the decision tree technique. Finally, the flipped classroom improves the teaching-learning conditions through the performance of creative and active activities.

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Using a flipped classroom to embed information literacy skills training into academic studies

Abstract: Dommett, E. 2018. Using a flipped classroom to embed information literacy skills training into academic studies.

Cited by 6 publications

References 24 publications

The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review

The Contribution of the Flipped Classroom Method to the Development of Information Literacy: A Systematic Review

Improving information literacy and academic skills tuition through flipped online delivery

Use of the Flipped Classroom to Design Creative and Active Activities in the Field of Computer Science

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