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“Flipping, collaborating, assessing: adopting new modes of library instruction,”

Published on Nov 18, 2015

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adopting new modes of library instruction
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original model

Adopted in 2003 for university required, gen ed Composition II classes.

Concept-based tied to ACRL Information Literacy outcomes

However, majority of the class time was spent on lecture/demonstrations with only marginal active learning or class discussion
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time for an update

We were trying to do more and more with our instruction sessions. More demos plus IL.

RSU director attended a workshop on the flipped model and thought it would be a good fit.

staff buy-in

Have lots of discussion about how to implement the model. Plan backwards by creating learning objectives and then create learning modules/tutorials.

Try to make it as painless as possible through staff development

Even our most resistant staff are now coming up with new active learning ideas.
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pilot program

Create an implementation timeline.

RSU started discussions in spring 2013 and began to spread the word to Comp II instructors.

Implemented the pilot program Fall 2013.

Use university or programmatic learning outcomes as your guidepost so you can clearly tie your plan to course goals.
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instructor buy-in

We met with Comp II instructors, discussed the model and asked for volunteers – About 1/3 of the instructors signed up for the pilot.

Incorporated active learning into the sessions regardless of whether instructors signed up

Instructors liked the active learning exercises. We know this because we had instructors not on the initial sign up list asking about the flipped model for the spring semester.
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Literati Academic by Credo

Started pilot with pre-made tutorials from Literati. We will use custom designed tutorials beginning in year two, fall 2014.

active learning in the flipped classroom

Create a bank of active learning activities to draw from before you begin the model. Add to the bank as you continue to teach the sessions

You will need to adjust the activities based on what works and what doesn’t

Don't forget to coordinate with your faculty/instructors regarding where the class is in their research project. For example: Do they have topics? Are they looking for sources?


The original assessment was pre and post tests delivered through Blackboard. They
demonstrated that students improved on a particular test question after receiving IL
instruction, but now we want to assess if the students are mastering the University’s
target SLO for Comp II by locating, evaluating, and integrating the information into a
well developed argument with proper citations?

Our assessment focuses on our teaching methods, and ways to improve instruction

Easily adapted to the new IL framework
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class discussion
practice searches

Informal assessment is very important when doing the flipped model.

Try to focus the in-class, informal assessment on addressing the tutorials.
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peer assessment

Formal Assessment

We used rubrics developed with library staff and Comp II instructors.

Link to the rubric: http://bit.ly/1APv48b

The rubric was adapted from: Oakleaf, Megan, Michelle S. Millet, and Leah Kraus. “All Together Now: Getting Faculty, Administrators, and Staff Engaged in Information Literacy Assessment.” portal: Libraries & the Academy 11.3 (2011): 831–852. Print.

The peer assessment consisted of an evaluation form based on:

Fielden, Ned, and Mira Foster. “Crossing the Rubricon: Evaluating the Information Literacy Instructor.” Journal of Information Literacy 4.2 (January 2, 2010): vii–90. Print.
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next steps

Meet again with Comp II instructors to get more participants

Use our custom tutorials

Integrate tutorials more fully into the teaching
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Untitled Slide

Thank you

Katie Bishop University of Nebraska Omaha Criss Library
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