Flipped Library Instruction and Scholarly Resources: A Citation Analysis

Abstract

While flipping the classroom has become more common in information literacy instruction, few studies have examined this method with fully online students. This study investigates whether flipped instruction increases online graduate business students’ use of scholarly and professional resources. The authors assessed completed student work with a citation analysis after providing flipped and traditional instruction to two sections of the same course. Overall the students of the flipped class used more scholarly sources and fewer non-scholarly sources in their bibliographies. In addition to the student data, the authors offer some best practices for completing a citation analysis.

Keywords:

• Flipped classroom
• citation analysis
• information literacy instruction
• assessment

Acknowledgments

Many thanks to Gabrielle Annala from Loyola University Chicago and Chin-l Cheng from the CMU Statistical Consulting Center for their help with this project.