Flipping the One Shot

Abstract

For the spring of 2015, the librarians at Heidelberg University wanted to create more engaging and informative one-shot instruction sessions for Communication 100 and Writing 101 courses. Sessions for both classes cover introductory library use and information literacy topics, and many students take them in the same semester, leading to unengaged students seeing the exact same content twice. The flipped classroom model, where students learn some content outside of class, was chosen to revamp these sessions. The flipped model was chosen because it was believed it would help students get more out of library instruction by moving lower-order information literacy knowledge such as where to search and Boolean operators to the out of class materials, allowing in-class time to focus on higher-order knowledge such as turning a topic into search terms and source evaluation. It would also keep students more engaged because it would provide more time in class for them to engage in active learning. This session will cover how we determined what could be effectively taught outside of the classroom, the creation of outside learning materials, what activities were done during the class sessions, and initial student reception. This session will also cover how faculty buy-in was obtained as well as issues that were faced during the first semester under the flipped model.

Publication Title

OPAL Annual Conference

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