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• Nicole Branch, Librarian for Research and Digitization, Holy Names University
• Sarah Dahlen, Reference and Instruction Librarian, California State University, Monterey Bay
• Daniel Ransom, Librarian for Research and Electronic Resources, Holy Names University
FLIPPED LIBRARY
INSTRUCTION
Art courtesy of
flickr user Ian Sane
WHAT IS FLIPPED INSTRUCTION?
“Students gain first exposure to new material outside of class,
usually via reading or lecture videos, and then use class time
to do the harder work of assimilating that knowledge, perhaps
through problem-solving, discussion, or debates.”
- Cynthia J. Brame,Assistant Director, Center forTeaching,Vanderbilt University
THE FLIPPED CLASSROOM
• What is traditionally done in class (first exposure in
class, assimilation through homework) is done
outside of class
• Moves content out of class time to allow for active
learning/interactive experiences
• Allows for repetition, review, supplemental material,
and introductory preparation
HOW DO STUDENTS LEARN?
Acquisition
Facts, basic procedures
Assimilation
Problem-solving, critical thinking,
evaluation, synthesis
ct.gov scaleup.ncsu.edu
digitalbloomstaxonomy.blogspot.co
EFFECTIVENESS OF FLIPPED APPROACH
• Information literacy instruction: positive feedback from
faculty & students (Datig & Ruswick, 2013; Lemmer, 2013)
• Affects classroom environment: students more open to
cooperation & group learning (Strayer, 2012)
• Higher test scores on content delivered in flipped model
(Moravec,Williams,Aguilar-Roca, & O’Dowd, 2010)
TYPES OF
FLIPPED
INSTRUCTION
• Reading
• Tutorials
• Quizzes
• Videos
• Podcasts
• Pre-reflection
Image courtesy of flickr user Sérgio
Bernardino
HOLY NAMES UNIVERSITY
• Small (approximately
1300 students) liberal
arts university
• Undergraduate and
master’s students
• Paul J. Cushing Library
information literacy
program
FLIPPED INFO LIT
Sparks! Ignition Grants for Libraries
This project is made possible by a grant from the
U.S. Institute of Museum and Library Services.
The Institute of Museum and Library Services is the primary source of federal support for the nation’s 123,000
libraries and 17,500 museums. Our mission is to inspire libraries and museums to advance innovation,
lifelong learning, and cultural and civic engagement. Our grant making, policy development, and research
help libraries and museums deliver valuable services that make it possible for communities and individuals
to thrive.To learn more, visit www.imls.gov and follow IMLS on Facebook andTwitter.
SPARKS! IGNITION GRANTS FOR LIBRARIES
• Project Title:
Flipped Info Lit: Extending Experiential Information
Literacy Instruction with Digital Learning Objects
• Grant Award Number: LG-46-13-0242-13
• Grant Period: August 1, 2013-July 31, 2014
HNU FLIPPED INFO LIT PROJECT TEAM
• Principal Investigator: Karen Schneider, University Librarian
• Co-PI: Nicole Branch, Research Librarian
• Videographic Support: Daniel Ransom, Research Librarian
• TechnicalTesting and Client Configuration: Nicole Greenland,
Library IT
• AssistantVideographer: Josh Rose,Adjunct Librarian
NEED
• Limitations of
one-shot
instruction
• Instruction
capacity
• Emphasis on
active learning Image courtesy of Flickr user Ed
Yourdon.
TARGET AUDIENCE
• First-year students
in required
composition
courses
• Nursing students
• Student athletes
Image courtesy of Flickr user Hans Splinter
APPROACH
• Lecture-capture software, Panopto
• Pre-instruction videos
• Post-instruction reinforcement
• Post-instruction supplemental
PRODUCTS AND DISTRIBUTION
• 23 videos (21 tutorials & 2 lecture capture videos)
○ 6 concept videos
○ 9 library resource videos
○ 8 APA videos
○ Distributed through CMS; LibGuides; & e-reference
transactions
NURSING PROGRAM
Videos make room for more creative instruction
Bingo image courtesy flickr user Vickie
Porter
Illustration from The Human Body Book, S. Parker
OCCUPY APA: A CITATION SIT-IN
OBSERVATIONS OF PILOT PHASE
• Instructor-assigned videos
• Pre-instruction videos
• Dissemination through e-reference
interactions
• Promotion of new pedagogical techniques and
technologies on campus
CSU MONTEREY BAY
• Public, HSI
• 5600 FTES
• 96% undergrad
• 57% first gen
WHAT ACTIVITIES DOYOUWISHYOU HAD
MORETIME FOR IN CLASS?
FLIPPING THE ONE-SHOT
VIDEOS
• Panopto
o Example
• Camtasia Studio
o Example
• Quiz
IN CLASS ACTIVITY
STUDENT FEEDBACK
Flipped library instruction
FLIPPING CAPSTONE CONSULTATIONS
Social and Behavioral Science majors
blog.textbooks.com
STUDENT FEEDBACK
FACULTY FEEDBACK
• Supportive of flipped model
• Videos too basic
• Desire for more face to face time
ADDITIONAL RESOURCES
Datig, I. , & Ruswick, C. (2013). Four quick flips:Activities for the information literacy classroom. College &
Research Libraries News,74(5), 249.
Lemmer, C. (2013).A view from the flip side: Using the "inverted classroom" to enhance the legal information
literacy of the international ll.m. student. Law Library Journal,105(4), 461-921.
Moravec, M. ,Williams,A. ,Aguilar-Roca, N. , & O'Dowd, D. (2010). Learn before lecture:A strategy that
improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9(4), 473-481.
Strayer, J. (2012).How learning in an inverted classroom influences cooperation, innovation and task
orientation. Learning Environments Research,15(2), 171-193.

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Flipped library instruction

  • 1. • Nicole Branch, Librarian for Research and Digitization, Holy Names University • Sarah Dahlen, Reference and Instruction Librarian, California State University, Monterey Bay • Daniel Ransom, Librarian for Research and Electronic Resources, Holy Names University FLIPPED LIBRARY INSTRUCTION Art courtesy of flickr user Ian Sane
  • 2. WHAT IS FLIPPED INSTRUCTION? “Students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.” - Cynthia J. Brame,Assistant Director, Center forTeaching,Vanderbilt University
  • 3. THE FLIPPED CLASSROOM • What is traditionally done in class (first exposure in class, assimilation through homework) is done outside of class • Moves content out of class time to allow for active learning/interactive experiences • Allows for repetition, review, supplemental material, and introductory preparation
  • 4. HOW DO STUDENTS LEARN? Acquisition Facts, basic procedures Assimilation Problem-solving, critical thinking, evaluation, synthesis ct.gov scaleup.ncsu.edu
  • 6. EFFECTIVENESS OF FLIPPED APPROACH • Information literacy instruction: positive feedback from faculty & students (Datig & Ruswick, 2013; Lemmer, 2013) • Affects classroom environment: students more open to cooperation & group learning (Strayer, 2012) • Higher test scores on content delivered in flipped model (Moravec,Williams,Aguilar-Roca, & O’Dowd, 2010)
  • 7. TYPES OF FLIPPED INSTRUCTION • Reading • Tutorials • Quizzes • Videos • Podcasts • Pre-reflection Image courtesy of flickr user Sérgio Bernardino
  • 8. HOLY NAMES UNIVERSITY • Small (approximately 1300 students) liberal arts university • Undergraduate and master’s students • Paul J. Cushing Library information literacy program
  • 9. FLIPPED INFO LIT Sparks! Ignition Grants for Libraries This project is made possible by a grant from the U.S. Institute of Museum and Library Services. The Institute of Museum and Library Services is the primary source of federal support for the nation’s 123,000 libraries and 17,500 museums. Our mission is to inspire libraries and museums to advance innovation, lifelong learning, and cultural and civic engagement. Our grant making, policy development, and research help libraries and museums deliver valuable services that make it possible for communities and individuals to thrive.To learn more, visit www.imls.gov and follow IMLS on Facebook andTwitter.
  • 10. SPARKS! IGNITION GRANTS FOR LIBRARIES • Project Title: Flipped Info Lit: Extending Experiential Information Literacy Instruction with Digital Learning Objects • Grant Award Number: LG-46-13-0242-13 • Grant Period: August 1, 2013-July 31, 2014
  • 11. HNU FLIPPED INFO LIT PROJECT TEAM • Principal Investigator: Karen Schneider, University Librarian • Co-PI: Nicole Branch, Research Librarian • Videographic Support: Daniel Ransom, Research Librarian • TechnicalTesting and Client Configuration: Nicole Greenland, Library IT • AssistantVideographer: Josh Rose,Adjunct Librarian
  • 12. NEED • Limitations of one-shot instruction • Instruction capacity • Emphasis on active learning Image courtesy of Flickr user Ed Yourdon.
  • 13. TARGET AUDIENCE • First-year students in required composition courses • Nursing students • Student athletes Image courtesy of Flickr user Hans Splinter
  • 14. APPROACH • Lecture-capture software, Panopto • Pre-instruction videos • Post-instruction reinforcement • Post-instruction supplemental
  • 15. PRODUCTS AND DISTRIBUTION • 23 videos (21 tutorials & 2 lecture capture videos) ○ 6 concept videos ○ 9 library resource videos ○ 8 APA videos ○ Distributed through CMS; LibGuides; & e-reference transactions
  • 16. NURSING PROGRAM Videos make room for more creative instruction Bingo image courtesy flickr user Vickie Porter Illustration from The Human Body Book, S. Parker
  • 17. OCCUPY APA: A CITATION SIT-IN
  • 18. OBSERVATIONS OF PILOT PHASE • Instructor-assigned videos • Pre-instruction videos • Dissemination through e-reference interactions • Promotion of new pedagogical techniques and technologies on campus
  • 19. CSU MONTEREY BAY • Public, HSI • 5600 FTES • 96% undergrad • 57% first gen
  • 20. WHAT ACTIVITIES DOYOUWISHYOU HAD MORETIME FOR IN CLASS?
  • 22. VIDEOS • Panopto o Example • Camtasia Studio o Example • Quiz
  • 26. FLIPPING CAPSTONE CONSULTATIONS Social and Behavioral Science majors blog.textbooks.com
  • 28. FACULTY FEEDBACK • Supportive of flipped model • Videos too basic • Desire for more face to face time
  • 29. ADDITIONAL RESOURCES Datig, I. , & Ruswick, C. (2013). Four quick flips:Activities for the information literacy classroom. College & Research Libraries News,74(5), 249. Lemmer, C. (2013).A view from the flip side: Using the "inverted classroom" to enhance the legal information literacy of the international ll.m. student. Law Library Journal,105(4), 461-921. Moravec, M. ,Williams,A. ,Aguilar-Roca, N. , & O'Dowd, D. (2010). Learn before lecture:A strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9(4), 473-481. Strayer, J. (2012).How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research,15(2), 171-193.