Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching

Alexander J. Carroll, Nedelina Tchangalova, Eileen G. Harrington


Objective: This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students’ abilities to find, evaluate, and use appropriate evidence for research assignments.

Methods: Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.

Results: Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.

Conclusion: This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.


Information Literacy, Educational Technology, Education, Distance/Methods, Teaching/Methods, Evidence-Based Practice/Education, Learning, Group Processes, Program Development, Humans, Libraries, Medical/Education

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DOI: https://doi.org/10.5195/jmla.2016.58


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Copyright (c) 2016 Alexander J. Carroll, MSLS, Nedelina Tchangalova, MLS, AHIP, Eileen G. Harrington, MLIS

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