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

Authors

  • Alexander J. Carroll MSLS, Research Librarian for Engineering and Biotechnology, James B. Hunt Jr. Library, North Carolina State University, Raleigh, NC, 27606
  • Nedelina Tchangalova MLS, AHIP, Physical Sciences and Public Health Librarian, Engineering and Physical Sciences Library (EPSL), University of Maryland, College Park, MD 20742
  • Eileen G. Harrington MLIS, Health and Life Sciences Librarian, Priddy Library, Universities at Shady Grove, Rockville, MD 20850

DOI:

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

Keywords:

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

Abstract

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.

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Published

2016-11-21

Issue

Vol. 104 No. 2 (2016): April 2016

Section

Surveys and Studies