Information Literacy Instruction: To Flip or Not to Flip the Classroom

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Last Modified
  • February 28, 2019
Creator
  • MacDonald, Amanda
    • Affiliation: School of Information and Library Science
Abstract
  • Librarians and graduate assistants at R.B. House Undergraduate Library at the University of North Carolina at Chapel Hill teach information literacy instruction sessions to students in the required freshman English courses. One-shot or multi-shot instruction sessions are typically taught but experimenting with instructional methods/techniques is encouraged. Flipped classroom, or inverted classroom, instruction has become increasingly popular at the university. The goal of this study is to explore the effectiveness of traditional versus flipped class instruction to see if one method is more effective for helping students develop information literacy skills. Approximately 50 students participated in the study. Students' unit projects were scored using an information literacy rubric as the tool for assessment. Overall, students' scores in the flipped classes were higher than students' scores in the traditional classes.
Date of publication
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DOI
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Rights statement
  • In Copyright
Advisor
  • Moran, Barbara
Degree
  • Master of Science in Library Science
Degree granting institution
  • University of North Carolina at Chapel Hill
Extent
  • 38
Deposit record
  • 0ac659ea-bd21-4028-a6d8-c878b15efaab

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file details Information Literacy Instruction: To Flip or Not to Flip the Classroom 2019-05-13 Public Download