Jeffery Loo|David Eifler|Elliott Dunlap Smith|Liladhar R. Pendse|Jianye He|Michael Sholinbeck|Gisele Tanasse|Jeffrey L. Nelson|Elizabeth A. Dupuis
Flipped Instruction for Information Literacy: Five Instructional Cases of Academic Librarians
University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley|University of California, Berkeley
university california berkeley librarians incorporated flipped instruction model information literacy training focusing two primary elements assigning preclass assignments increasing active learning techniques explore two elements across five diverse instructional cases include oneshot semesterlong classes conducted online inperson delivery graduate undergraduate students across range subject areas sciences social sciences humanities examine enabling factors perceived outcomes instructional paradigm students came class enhanced library understanding experience preclass assignment better prepared engage material articulate additional learning needs note students increased engagement class time available higherorder learning exercises discussions result flipped instruction appears enable learning opportunities without increasing classroom time challenges model requisite commitment time effort need foster class participation facilitation active communication within class propose framework catalysts building blocks instructional outcomes help library instructors incorporate flipped instruction elements instructional design