Information Literacy and the Flipped Classroom - Issue 2 - 2014 study

Oct 15, 2026

Uploaded by awa

Examines the impact of a one-shot flipped information literacy (IL) instruction model in higher education. The study compares two sections of the same sophomore writing course: one receiving flipped one-shot IL instruction and the other receiving traditional one-shot IL instruction. Pre- and post-test results show no significant difference, while final papers from the flipped group include more scholarly journal bibliography citations. A survey indicates most students prefer the flipped approach.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Literature Review

Volume 8, Issue 2, 2014 [ARTICLE] INFORMATION LITERACY AND THE FLIPPED CLASSROOM Examining the impact of a one-shot flipped class on student learning and perceptions Andrea Wilcox Brooks Northern Kentucky University This article examines the flipped classroom approach in higher education and its use in one-shot information literacy instruction sessions. The author presents findings from a pilot study of student learning and student perceptions pertaining to flipped model IL instruction. Students from two sections of the same course participated in this study. One section received one-shot information literacy instruction using a flipped approach, while the other section received traditional one-shot instruction. No difference was found between the two groups on a pre- and post-test analysis; however, an analysis of students’ final papers from the flipped section showed more bibliography citations to scholarly journal articles. In addition, a survey was conducted showing the majority of students preferred the flipped approach. Brooks, Information Literacy and the Flipped Classroom Communications in Information Literacy 8(2), 2014 INTRODUCTION A flipped or inverted class refers to a pedagogical model combining instructional technology and active learning techniques. In a flipped classroom, students are typically instructed to view online lectures or tutorials outside of class. Instructors use class time to guide students in applying lecture material, usually relying on active learning and group work to create a collaborative and engaging learning environment. In other words,“that which is traditionally done in class is now done at home and that which is traditionally done as homework is now completed in class” (Bergmann & Sams, 2012, p.13) . Bergmann and Sams have been strong advocates and leaders for the flipped classroom movement in K-12 education after successfully using video podcasts in a high school chemistry class, but flipped classrooms also extend to higher education where faculty across disciplines have been experimenting with the inverted approach to teaching and learning (Lage, Platt, & Treglia, 2000; Enfield, 2013; Strayer, 2012) . Flipping the classroom is not a new concept, but several articles published in The Chronicle of Higher Education within the last year showcasing professors and universities challenging the traditional lecture model illustrate the currency of the flipped classroom movement (Buemi, 2014; Kolowich, 2013; Mangan, 2013) . Much of the discussion on flipped classrooms focuses on semester-long courses, yet librarians in K-12 and academic settings are finding this pedagogical model a useful framework to teach information literacy (IL) concepts in one-shot instruction sessions (Arnold-Garza, 2014; Hersey & Belcher, 2014) . As Valenza (2012) stated, the flipping framework is a “serious sweet spot” for all librarians, especially instruction librarians who already provide access to many online resources and instructional videos. In fall 2012, instruction librarians at Northern Kentucky University began using a flipped approach to teach IL concepts to students enrolled in sophomore writing courses. Northern Kentucky University librarians already used active learning techniques to teach IL, but the flipped approach freed up class time for students to collaborate and participate in learning activities together, building on knowledge acquired from online instructional materials. For participating librarians, the flipped approach seemed to improve the learning environment, and students appeared to be more engaged after viewing videos prior to class. However, no formal assessment had been conducted and librarians questioned whether a flipped approach made a significant difference in student learning, especially in traditional one-shot sessions. The purpose of this study was to examine the impact on student learning after flipping one-shot IL instruction and to gather student feedback r

FAQs

How was the flipped one-shot information literacy instruction compared to traditional instruction?

Two sections of the same course participated: one received one-shot IL instruction using a flipped approach, and the other received traditional one-shot instruction.

What did the pre- and post-test analysis show?

No difference was found between the two groups on the pre- and post-test analysis.

What evidence suggests students responded more positively to the flipped approach?

Final papers from the flipped section showed more scholarly journal article citations, and a survey found the majority of students preferred the flipped approach.

Oct 15, 2026

Uploaded by awa