Bean, Margaret H

Neal, Daniel A

Racelis, Juval V

English

ScholarWorks@UMass Amherst

TAKEAWAYSASSESSING FLIPPED CLASSROOMS THROUGH REFLECTIVE JOURNALSLibrarian-Faculty Collaboration Improving Student Information LiteracyLibrary Instruction Writing InstructionWentworth Institute of TechnologyDaniel A. Neal, Margaret H. Bean, & Juval V. RacelisAssessmentPEDAGOGICAL INSIGHTSMetacognitionWHAT WE DID • Facilitating students’ self-directed learning• Fostering learning transfer to other disciplinary contexts1. Reflective journals2. In-class exercises and activitiesWhoWhatCollaboration between two instruction librarians and one first-year composition instructorWhy 1. Explore development of  students’ information literacy skills2. Assess online instruction modules3. Innovate library information sessions beyond one-shot model1. Two in-class library instruction sessions2. Three Credo Instruct online information literacy modules3. Sustained instruction and engagement of  information literacy in first-year writing course• Librarians were embedded into the course curriculum • Students utilized videos and tutorials via Credo Instruct in a flipped classroom manner• Librarians had the benefit of  students’ reflective journals before, in-between, and after instruction sessions• Professor provided guidance to both librarians and students• Students were asked to comment on their past library and research experience, if  any, and how that impacted their research process • Videos, tutorials, and library sessions were instrumental in improving students’ evaluation of  sources • To aid students in evaluating their sources, librarians asked thought-provoking questions, e.g. what's the worst source you found and why?• Librarians were able to shift their emphasis in real-time based on students’ reflective journals and professor feedback• Students demonstrated what they've learned and retained • Librarians guided and probed students’ takeaways • Instead of  showing students how to search, we offered an active learning experience where they evaluated their own and other students’ sources• Students continue to prefer Google searching over Google Scholar and the library databases; however, they are better able to evaluate the veracity of  the information they find using Google• Students understand that different searches and keywords yield results of  varying quality • Librarians embedded in classes allowed for better understanding of  class dynamics, which created richer teaching experiences  • The flipped classroom model employing Credo Instruct videos and tutorials provided a distinct advantage in library instructionHow Student reflective journals to foster metacognition and learning transfer1. Reflective journals2. In-class exercises and activities• Responsive innovation of  information literacy instruction• Real-time feedback at critical points of  learning• Shifting classroom time as “time for work” where the instructors addressed students questions required deeper understanding of  students’ pragmatic orientations toward the writing process • Students were forced to reorient their understandings of  the goals of  in-class activities, moving away from class time as places where they activate knowledge and toward places where they are questioning their process of  applying their knowledge • Students strengthened their declarative knowledge of  evaluation criteria• Despite gains in literacy skills, students still had some trouble operationalizing these skills to find credible sources

Assessing Flipped Classrooms Through Reflective Journals

https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1147&amp;context=acrl_nec_conf

Assessing Flipped Classrooms Through Reflective Journals

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