Flipping the Classroom in Freshman English Library Instruction: A Comparison Study of a Flipped Class Versus a Traditional Lecture Method

ABSTRACT

A problem that Instruction Librarians often grapple with is the lack of time that is necessary to deliver, and assess, proper library instruction to students so the students grasp the Information Literacy concepts that are delivered especially in one or two instruction sessions. This article examines using the flipped classroom model in English library instruction classes where the works cited page of students final paper was assessed according to a rubric designed to assess the Authority, Timeliness, and Variety of the sources cited. The study compared results of flipped classroom sections against traditional lecture method classes with mixed results.

KEYWORDS:

• Flipped classrooms
• information literacy
• library instruction
• teaching
• teaching methods

Acknowledgments

The author would like to thank Martha Cooney, Jackie Elsas and Belinda Kremer for establishing the collaboration between the Library and the English Department in which this study took place.