An Evidence-Based Approach to Library Instruction: Flipping the Classroom to Enhance Student Learning
Date
2015-03-25
Authors
Maddison, Tasha
Doi, Carolyn
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Presentation
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Abstract
The flipped teaching methodology is well documented within the education research literature, growing in popularity within university classrooms and making its way into library instruction. In light of current technological trends affecting higher education, libraries are challenged to explore new approaches to library instruction including strategies for inclusion of online classrooms, distributed learners, and interactive technologies. This presentation will include a summary of the research evidence on flipped teaching and its value for inclusion in library instruction. It will also look at the application of this evidence as applied to two case studies at the University of Saskatchewan Library and preliminary findings on outcomes from these cases.
This presentation is relevant to why librarians are conducting research by highlighting the benefits of using research evidence to inform the practice of library instruction, to create better instructional tools and to meet the learning needs of today’s students. This presentation also links to research being done by librarians, as it documents an in-progress research project on the efficacy of the flipped classroom for library instruction.
Description
Slides presented at the C-EBLIP Fall Symposium in Saskatoon, SK, in October 2014
Keywords
flipped classroom, music, engineering, information literacy instruction