flipped library instruction

• Nicole Branch, Librarian for Research and Digitization, Holy Names University

• Sarah Dahlen, Reference and Instruction Librarian, California State University, Monterey Bay

• Daniel Ransom, Librarian for Research and Electronic Resources, Holy Names University

FLIPPED LIBRARY INSTRUCTION

Art courtesy of flickr user Ian Sane

WHAT IS FLIPPED INSTRUCTION?

“Students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.”

- Cynthia J. Brame, Assistant Director, Center for Teaching, Vanderbilt University

THE FLIPPED CLASSROOM

• What is traditionally done in class (first exposure in class, assimilation through homework) is done outside of class

• Moves content out of class time to allow for active learning/interactive experiences

• Allows for repetition, review, supplemental material, and introductory preparation

HOW DO STUDENTS LEARN?

AcquisitionFacts, basic procedures

AssimilationProblem-solving, critical thinking, evaluation, synthesis

ct.gov scaleup.ncsu.edu

digitalbloomstaxonomy.blogspot.com

EFFECTIVENESS OF FLIPPED APPROACH

• Information literacy instruction: positive feedback from faculty & students (Datig & Ruswick, 2013; Lemmer, 2013)

• Affects classroom environment: students more open to cooperation & group learning (Strayer, 2012)

• Higher test scores on content delivered in flipped model (Moravec, Williams, Aguilar-Roca, & O’Dowd, 2010)

TYPES OF FLIPPED INSTRUCTION• Reading• Tutorials• Quizzes• Videos• Podcasts• Pre-reflection

Image courtesy of flickr user Sérgio Bernardino

HOLY NAMES UNIVERSITY

• Small (approximately 1300 students) liberal arts university

• Undergraduate and master’s students

• Paul J. Cushing Library information literacy program

FLIPPED INFO LIT

Sparks! Ignition Grants for LibrariesThis project is made possible by a grant from the U.S. Institute of Museum and Library Services.

The Institute of Museum and Library Services is the primary source of federal support for the nation’s 123,000 libraries and 17,500 museums. Our mission is to inspire libraries

and museums to advance innovation, lifelong learning, and cultural and civic engagement. Our grant making, policy development, and research help libraries and

museums deliver valuable services that make it possible for communities and individuals to thrive. To learn more, visit www.imls.gov and follow IMLS on Facebook

and Twitter.

SPARKS! IGNITION GRANTS FOR LIBRARIES

• Project Title: Flipped Info Lit: Extending Experiential

Information Literacy Instruction with Digital Learning Objects

• Grant Award Number: LG-46-13-0242-13• Grant Period: August 1, 2013-July 31,

2014

HNU FLIPPED INFO LIT PROJECT TEAM

• Principal Investigator: Karen Schneider, University Librarian

• Co-PI: Nicole Branch, Research Librarian• Videographic Support: Daniel Ransom, Research

Librarian• Technical Testing and Client Configuration: Nicole

Greenland, Library IT• Assistant Videographer: Josh Rose, Adjunct

Librarian

NEED• Limitations of

one-shot instruction

• Instruction capacity

• Emphasis on active learning

Image courtesy of Flickr user Ed Yourdon.

TARGET AUDIENCE

• First-year students in required composition courses

• Nursing students

• Student athletes

Image courtesy of Flickr user Hans Splinter

APPROACH

• Lecture-capture software, Panopto

• Pre-instruction videos• Post-instruction

reinforcement• Post-instruction supplemental

PRODUCTS AND DISTRIBUTION

• 23 videos (21 tutorials & 2 lecture capture videos)○ 6 concept videos○ 9 library resource videos○ 8 APA videos○ Distributed through CMS; LibGuides; & e-

reference transactions

NURSING PROGRAMVideos make room for more creative instruction

Bingo image courtesy flickr user Vickie Porter

Illustration from The Human Body Book, S. Parker

OCCUPY APA: A CITATION SIT-IN

OBSERVATIONS OF PILOT PHASE

• Instructor-assigned videos• Pre-instruction videos• Dissemination through e-reference

interactions• Promotion of new pedagogical

techniques and technologies on campus

CSU MONTEREY BAY

• Public, HSI

• 5600 FTES

• 96% undergrad

• 57% first gen

WHAT ACTIVITIES DO YOU WISH YOU HAD MORE TIME FOR IN CLASS?

FLIPPING THE ONE-SHOT

VIDEOS

• Panoptoo Example

• Camtasia Studioo Example

• Quiz

IN CLASS ACTIVITY

STUDENT FEEDBACK

FLIPPING CAPSTONE CONSULTATIONSSocial and Behavioral Science majors

blog.textbooks.com

STUDENT FEEDBACK

FACULTY FEEDBACK

• Supportive of flipped model

• Videos too basic

• Desire for more face to face time

ADDITIONAL RESOURCESDatig, I. , & Ruswick, C. (2013). Four quick flips: Activities for the information literacy

classroom. College & Research Libraries News,74(5), 249.

Lemmer, C. (2013). A view from the flip side: Using the "inverted classroom" to enhance the legal information literacy of the international ll.m. student. Law Library Journal,105(4), 461-921.

Moravec, M. , Williams, A. , Aguilar-Roca, N. , & O'Dowd, D. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9(4), 473-481.

Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research,15(2), 171-193.