Time constraints often restrict the instruction of unique research skills required by a given subject area. By collaborating with instructors, librarians can offer flexible and efficient content that improves student information literacy skills. Meet librarians who have implemented various flipped methods and tools for distinct instructor and course needs

Webber, Nicole R

Wiegand, Stephanie

English

University of Northern Colorado

University of Northern ColoradoScholarship & Creative Works @ Digital UNCUniversity Libraries Faculty Publications University Libraries6-14-2018Flipped Library Sessions: Customized Instructionthat Prioritizes Applied Information LiteracyLearningNicole R. WebberUniversity of Northern Colorado, nicole.r.webber@gmail.comStephanie WiegandUniversity of Northern ColoradoFollow this and additional works at: https://digscholarship.unco.edu/libfacpubPart of the Information Literacy CommonsThis Article is brought to you for free and open access by the University Libraries at Scholarship & Creative Works @ Digital UNC. It has beenaccepted for inclusion in University Libraries Faculty Publications by an authorized administrator of Scholarship & Creative Works @ Digital UNC.For more information, please contact Jane.Monson@unco.edu.Recommended CitationWebber, N., & Wiegand, S. (2018, June 14). Flipped library sessions: Customized instruction that prioritizes applied informationliteracy learning. Presented at the 3rd Annual Higher Education Flipped Learning Conference, Greeley, CO.Nicole Webber, Library FacultyStephanie Wiegand, Library FacultyDiscussion Have you invited a librarian to participate in any of your courses? If so: In what way? How has this gone? If not: Why? Would you consider it? What are the research components of your course(s)? Which research skills do students struggle with most?Case 1: Variety FareScenario Public speaking course with lecture and lab components Approx. 180 students, freshman to senior Informative and persuasive speeches with references Wide range of topics Low source type restrictions 11 50-minute lab sessionsFlip 2.0 Pre-session: Librarian introduction video 2 modules (bias & evaluation) 2 refresher videos (APA citation & databases) Face-to-face session: Hands-on lab Post-session: Consultations SurveyCase 1: Variety Fare Giving students more flexibility in their learning, depending on their: Library experience Information literacy skills Topic needs Tools: videos, modules/tutorials, exercises Techniques: Active Learning Take-aways: Sessions develop over time Planning ahead is keyCase 2: Death by RepetitionScenario Nutrition and food science courses required to write a paper based on findings from primary research articles Approx. 80 upperclassmen in 4 courses Evidence-based practice Requires both higher concepts and basic searching skills Some obscure topics 75-minute sessionsFlip Pre-session: 3 videos (research articles – primary and secondary and quality of evidence) 1 pre-assignment (differentiating types of articles) 2 database step-by-step walk-through instructional sheets Face-to-face session: Hands-on lab Post-session: Completion of lab Librarian consultationsBefore Class Videos Database search step-by-step instructions Identifying exerciseIn Class• Review and Q&A (15-20 min.)• Hands on facilitated searching (55-60 min.)• Emphasize librarian consultations and office hoursCase 2: Death by Repetition Reduces repetition of materials for majors enrolled in more than one course taught by this instructor Allows conceptual material to be introduced prior to the session Students are hands-on before the session and bring problems to class Tools: lecture, exercises Techniques: inductive learning, active learning, collaborative learning Take-aways: collaboration, follow-upCase 3¹: So Many Students, So Little TimeScenario Flip Pre-session: 6 online modules (35 minute videos and/or text summaries) Accompanying quizzes with multiple choice and short answer questions (auto-graded with edX Edge) Face-to-face session: 10-minute assignment introduction by librarian Post-session: Optional drop-in sessions Visit/email librarian as necessary1 From “Case 5: Hybrid Online and In-Person Instruction for a Large Undergraduate Class” (Loo et al., 2016). Introductory biology course 700 students per semester Annotated bibliography and presentation assignment Curriculum change meant no more time for 50-minute library instruction Address pertinent information literacy outcomes when class time is needed to prioritize subject content Provide students timely, relevant feedback even with large enrollments Tools: videos/modules, quizzes, optional drop-in sessions Techniques: Active Learning, Inductive Learning Take-aways: Incentive is key Technology that is helpful, not superfluousCase 3¹: So Many Students, So Little Time1 From “Case 5: Hybrid Online and In-Person Instruction for a Large Undergraduate Class” (Loo et al., 2016).Case 4: Facilitation in AdvanceScenario Flip Pre-session: Instructor collects research questions Librarian suggests databases and search terminology for each research question Students use suggestions and complete searches  Face-to-face session: Review & Q&A Lecture Assessment of articles for EBP 2 cohorts (36 students each) of third-semester nursing students (juniors) Must search, identify, retrieve, and assess primary and secondary research and apply for EBP Need students to come to class prepared to assess and apply, not ask and acquireConstructing a Scientifically-Answerable QuestionPatientProblemPopulationIntervention Comparison Outcome TimeIn Class• Review and Q&A• Short lecture• Searching, identifying, & retrieving additional articles• Assessing articlesCase 4: Facilitation in Advance Students can hold assessment discussions in class, lessening the need for group work outside of class (can be difficult with nursing cohorts) Students are hands-on before the session and bring search, identification, and retrieval problems to class Tools: lecture, exercises, discussion Techniques: inductive learning, active learning, collaborative learning Take-aways: construct SLOs necessary to the research project, tying and timing a library session to the course research projectBest Practices1. Plan in Advance – and for the long term2. Collaborate – don’t allocate3. Tie and Time – with an actual course assignment or project4. Construct Impactful SLO's –right level, right content5. Build in Student Incentive –reward and/or consequences6. Implement Technology Thoughtfully – in terms of opportunities and support7. Provide Library Follow-Up – for students later in the course8. Update and Revise – for the following semester(s)ApplicationSelect a course for which you think you might want to work with a librarian to include information literacy outcomes.Fill out the worksheet to consider potential challenges, SLO’s, tools, and activities.Remember – you’d ordinarily be working through the details with your librarian, so consider this preliminary brainstorming!Be Prepared1.SLOs2.Time3.IncentiveTechnologies…How do you envision working with your librarian to flip an information literacy / library session?ReferencesBendriss, R., Saliba, R., & Birch, S. (2015). Faculty and librarians' partnership: Designing a new framework to develop information fluent future doctors. Journal of Academic Librarianship, 41(6), 821-838. https://doi.org/10.1016/j.acalib.2015.09.003Clifton, S., & Jo, P. (2016). A journey worth taking: Exploring a hybrid embedded library instruction model through three distinct cases. Medical Reference Services Quarterly, 35(3), 305-318. https://doi.org/10.1080/02763869.2016.1189784Datig, I., & Ruswick, C. (2013). Four quick flips: Activities for the information literacy classroom. College & Research Libraries News, 74(5): 249–57. https://crln.acrl.org/index.php/crlnews/article/view/8946/9680Hawes, S. L., & Mason Adamson, J. (2016). Flipping out over online library instruction: A case study in faculty-librarian collaboration. Journal of Library & Information Services in Distance Learning, 10(3/4), 254-267. https://doi.org/10.1080/1533290X.2016.1219202Loo, J. L., Eifler, D., Smith, E., Pendse, L., He, J., Sholinbeck, M., … Dupuis, E. A. (2016). Flipped instruction for information literacy: Five instructional cases of academic librarians. Journal of Academic Librarianship, 42(3), 273-280. https://doi.org/10.1016/j.acalib.2016.03.001Wilcox Brooks, A. (2014). Information literacy and the flipped classroom. Communications in Information Literacy, 8(2), 225-235. Retrieved from https://pdxscholar.library.pdx.edu/comminfolit/vol8/iss2/4/Images are licensed under the Creative Commons CC0 license and were found on pixabay.com

Flipped Library Sessions: Customized Instruction that Prioritizes Applied Information Literacy Learning

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Flipped Library Sessions: Customized Instruction that Prioritizes Applied Information Literacy Learning

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