flipped library instruction

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Nicole Branch, Librarian for Research and Digitization, Holy Names University Sarah Dahlen, Reference and Instruction Librarian, California State University, Monterey Bay FLIPPED LIBRARY INSTRUCTION Art courtesy of flickr user Ian Sane

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Panel presentation by librarians Nicole Branch, Sarah Dahlen, and Daniel Ransom at the California Conference on Library Instruction (CCLI) 2014.

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Page 1: 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

Page 2: Flipped library instruction

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

Page 3: Flipped library instruction

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

Page 4: Flipped library instruction

HOW DO STUDENTS LEARN?

AcquisitionFacts, basic procedures

AssimilationProblem-solving, critical thinking, evaluation, synthesis

ct.gov scaleup.ncsu.edu

Page 5: Flipped library instruction

digitalbloomstaxonomy.blogspot.com

Page 6: Flipped library instruction

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)

Page 7: Flipped library instruction

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

Image courtesy of flickr user Sérgio Bernardino

Page 8: Flipped library instruction

HOLY NAMES UNIVERSITY

• Small (approximately 1300 students) liberal arts university

• Undergraduate and master’s students

• Paul J. Cushing Library information literacy program

Page 9: Flipped library instruction

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.

Page 10: Flipped library instruction

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

Page 11: Flipped library instruction

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

Page 12: Flipped library instruction

NEED• Limitations of

one-shot instruction

• Instruction capacity

• Emphasis on active learning

Image courtesy of Flickr user Ed Yourdon.

Page 13: Flipped library instruction

TARGET AUDIENCE

• First-year students in required composition courses

• Nursing students

• Student athletes

Image courtesy of Flickr user Hans Splinter

Page 14: Flipped library instruction

APPROACH

• Lecture-capture software, Panopto

• Pre-instruction videos• Post-instruction

reinforcement• Post-instruction supplemental

Page 15: Flipped library instruction

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

Page 16: Flipped library instruction

NURSING PROGRAMVideos make room for more creative instruction

Bingo image courtesy flickr user Vickie Porter

Illustration from The Human Body Book, S. Parker

Page 17: Flipped library instruction

OCCUPY APA: A CITATION SIT-IN

Page 18: Flipped library instruction

OBSERVATIONS OF PILOT PHASE

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

interactions• Promotion of new pedagogical

techniques and technologies on campus

Page 19: Flipped library instruction

CSU MONTEREY BAY

• Public, HSI

• 5600 FTES

• 96% undergrad

• 57% first gen

Page 20: Flipped library instruction

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

Page 21: Flipped library instruction

FLIPPING THE ONE-SHOT

Page 23: Flipped library instruction

IN CLASS ACTIVITY

Page 24: Flipped library instruction

STUDENT FEEDBACK

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Page 26: Flipped library instruction

FLIPPING CAPSTONE CONSULTATIONSSocial and Behavioral Science majors

blog.textbooks.com

Page 27: Flipped library instruction

STUDENT FEEDBACK

Page 28: Flipped library instruction

FACULTY FEEDBACK

• Supportive of flipped model

• Videos too basic

• Desire for more face to face time

Page 29: Flipped library instruction

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.

Sarah Dahlen
I wasn't sure if I should cite my references on this page or a separate one. And I can't seem to get google to do a hanging indent for me....
Nicole Branch
I think this page is good. I bet we can get the hanging indent once it is downloaded.