scholarly journals For Your Enrichment: Flipping Library Information Literacy Sessions to Maximize Student Active Learning: Toward Articulating Effective Design and Implementation Principles

2017 ◽  
Vol 56 (3) ◽  
pp. 150 ◽  
Author(s):  
Ladislava Khailova
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Academic Libraries ◽  
Flipped Classroom ◽  
Design And Implementation ◽  
Recommended Practices ◽  
Effective Design ◽  
Model Editor ◽  
Teaching Information

Information literacy remains a topic of interest to RUSQ readers and library practitioners. Here, Ladislava Khailova looks at using a “flipped-classroom” model for teaching information literacy in academic libraries, offering some recommended practices for those interested in pursuing this model.—Editor

A massively flipped class

2016 ◽  
Vol 44 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Julia E. Rodriguez
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Content Type ◽  
Design And Implementation ◽  
Large Lecture ◽  
Use Of Technology ◽  
Utilization Of Technology ◽  
Pedagogy Literature ◽  
Large Lecture Classes

Purpose – The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom. Design/methodology/approach – This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation. Findings – Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology. Originality/value – The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.

scholarly journals Flipping the classroom in business and education one-shot sessions: a research study

2016 ◽  
Vol 10 (2) ◽  
pp. 40 ◽  
Author(s):  
Madeline E. Cohen ◽  
Jennifer Poggiali ◽  
Alison Lehner-Quam ◽  
Robin Wright ◽  
Rebecca K. West
Keyword(s):  
Active Learning ◽  
Quantitative Study ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Research Study ◽  
Business Management ◽  
Significant Finding ◽  
Control Session ◽  
Research Questions ◽  
And Control

In response to the challenge of maximising the effectiveness of one-off information literacy (IL) sessions, library faculty at Lehman College experimented with the flipped classroom model. This research paper reports the results of a multi-semester quantitative study of the flipped classroom in business management and education one-off sessions. Researchers explored two research questions: Do students in a flipped session demonstrate greater knowledge before their session than students in a control session? and Do flipped and control students demonstrate significant, positive improvement in knowledge after their session? The researchers used pre- and post-tests to evaluate two crucial aspects of the flipped model: pre-class homework assignments and in-class active learning. A significant finding supports the usefulness of homework assignments in preparing students for these library sessions. Both education and business classes also reported high degrees of satisfaction with the flipped model. The article provides evidence that the flipped classroom, especially those using the pre-class homework assignments, can be effective for student learning in IL one-off sessions.

Online active-learning: information literacy instruction for graduate students

2019 ◽  
Vol 47 (4) ◽  
pp. 476-486
Author(s):  
Sarah Parramore
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Information Literacy ◽  
Online Teaching ◽  
Online Information ◽  
Specific Element ◽  
Content Type ◽  
Learning Techniques ◽  
Conceptual Paper ◽  
Teaching Information

Purpose The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning techniques. Design/methodology/approach This conceptual paper analyzes different software tools and their functionality to aid in active learning, as well as describes elements of online teaching that facilitate active learning for information literacy. Findings Although software serves as the delivery tool, there is not one standalone product that provides all the needed aids to conduct active learning. Many other digital tools are needed in addition to the tutorial software to create active learning activities. Practical implications This paper provides activities and ideas to incorporate into the online information literacy session that contain active learning elements. Originality/value Although there is a wealth of literature about active learning of information literacy, very little surrounds teaching it online to graduate students. This paper focuses on this specific element of teaching information literacy through active learning methods in an online environment to graduate students.

scholarly journals Blended learning, Active Learning Classroom and information literacy in higher military education

2020 ◽  
Author(s):  
Anna-Karin Larsson ◽  
Sonja Gullberg ◽  
Malin Ekstrand
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Information Literacy ◽  
Professional Education ◽  
Flipped Classroom ◽  
Military Education ◽  
Learning Activities ◽  
Student Activity

How the learning environment is designed is an important part of creating good conditions for a professional education. The design of the physical and the online learning environment affects what students are expected to do in these spaces (Leijon 2016). A learning environment designed for student activity creates better conditions for activity, while an environment designed for instruction gives a different signal. A so-called Active Learning Classroom (ALC) can encourage student activity and increased learning. In an ALC environment, students become co-creators of knowledge. (Rands & Gansemer-Topf, 2017) It is impossible to know what competencies needed for the future. Therefor it is important to create a learning environment that support critical reflection, collaboration, creativity and innovation (Barnett, 2004). Flexible learning or blended learning aims to combine the strengths of online learning activities with those conducted on campus. There is a variety of ways to combine online learning activities with those conducted in the physical classroom (Vaughan, Cleveland & Garrison, 2013). For example, flipped classroom, podcast and peer learning. Adequate ICT pedagogical support can stimulate and find ways to expand the pedagogical palette with various creative online learning activities. During the round table discussion, we want to discuss the possibilities of using online learning activities, online examination and Active Learning Classroom to promote information literacy. The questions we want to discuss are: How can we combine online learning with facilitating information literacy and ALC? In what way do student’s expectations of teaching and learning affect the implementation of online learning and ALC? How can we collect student experiences of teaching online and in ALC? How can information literacy support learning and subject knowledge in higher military education?

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

A Longitudinal Analysis of Information Literacy Instruction in Canadian Academic Libraries

2013 ◽  
Author(s):  
Heidi Julien
Keyword(s):  
Longitudinal Study ◽  
Information Literacy ◽  
National Survey ◽  
Longitudinal Analysis ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
The Third ◽  
Information Literacy Instruction ◽  
Étude Longitudinale ◽  
Etude Longitudinale

This paper reports a longitudinal study of information literacy instruction (ILI) in Canadian academic libraries, focusing on how instruction is organized, delivered, and evaluated. Results of the third national survey (1995, 2000, and 2005) of ILI are detailed. This research is intended to increase understanding of and to improve ILI.Cet article présente une étude longitudinale sur la formation en recherche d’information (FRI) dans les bibliothèques universitaires canadiennes et est axé sur la manière dont la formation est organisée, offerte et évaluée. Les résultats du troisième sondage national (1995, 2000, 2005) de la FRI sont présentés en détail. Cette recherche est destinée à améliorer la compréhension de la FRI dans le but de son amélioration. 

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

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