Flip Over Research Instruction: Delivery, Assessment, and Feedback Strategies for “Flipped” Library

Main Article Content

Christopher Michael Rosser
Tamie Willis

Abstract

To take fuller advantage of new models for transformative learning, the Beam Library at Oklahoma Christian University has implemented a “flipped classroom” strategy for research instruction. Traditional “one-shot” instruction suffers limitations of both depth and time. In the flipped model, conceptual and application-oriented instruction are provided through brief online videos prior to the class session; class time then becomes a workshop in which librarians are better able to provide in-depth, targeted, highly-interactive instruction. In this way, students become active participants in their learning and are empowered to teach each other through collaborative (rather than passive) in-class experiences. While flipped research instruction is not new, our strategy incorporates a means for assessment and feedback lacking from other approaches. This article describes our flipped pilot and the delivery, assessment, and feedback strategies we have employed to enhance flipped research instruction.

Article Details

Section
Essays
Author Biography

Tamie Willis, Beam Library, Oklahoma Christian University

Library Director