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INFORMATION LITERACY INSTRUCTION  \nSara Arnold-Garza Towson University  \nABSTRACT  \nThe flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from current higher education and library instruction literature. Pedagogical benefits of the model are highlighted along with potential challenges to its use.  \nArnold-Garza, The Flipped Classroom Teaching Model Communications in Information Literacy 8(1), 2014  \nINTRODUCTION  \nThe flipped classroom is known by various names including the inverted classroom, and more simply, the flip. Origination stories differ, but most credit Jonathan Bergmannand Aaron Sams, high school chemistry teachers from Colorado, who began using recorded lectures in 2006. The flip evolved out of a history of experimentation with the concept of hybrid, or blended learning and problem based learning, using active learning techniques and new technologies to engage students. The flipped classroom has two defining components: moving the lecture outside of class, usually delivered through some electronic means, and moving the practical application assignments, formerly homework, into the classroom (Educause, 2012) . There are many other optional components that arguably optimize this structure and provide enhanced learning opportunities to students, creating a wide variation in practice (“Flipped classroom offers,” 2011) . The lecture format has varied and evolved from slides, audio, podcasts, or narrated presentations, to video casts that may also incorporate animations, screen captures, and other multimedia content. The classroom component is varied as well, with different learning expectations, engagement techniques, levels of student autonomy, and other variability (Sams, 2011) . In fact, instructors have taken countless paths to teaching with the flip because the learning context and objectives determine which features are most useful (Bull, Fester, & Kjellerstrom, 2012) .  \nKhan Academy, Coursera, TED talks, and even YouTube are online resources associated with the flipped classroom, providing access to recorded lectures, instructional videos, and sometimes other interactive elements for teaching and learning. In many cases instructors  \nimplementing the flip depend on these resources to provide the lecture content (Bull, Ferster, & Kjellstrom, 2012) . Sourcing of content from outside may be helpful for those who lack presentation skills, extensive subject knowledge, or need an outside perspective to enrich their course. Scott McLeod, a leader in educational technology and the Director of Innovation for Prairie Lakes Area Education Agency 8 in Iowa, notes that these large educational video sites are innovations that were not created by established education groups but instead came from outside “to fill the vacuum” that educators had left (as cited in Tucker, 2012, p.83), leaving the possibility that as this learning model grows, educators may take back the reigns.  \nWHY USE THE FLIP?  \nInstructors of all kinds cite strengths of the flipped model, including efficient use of class time (Cole, 2009), more active learning opportunities for students (Gannod, Berg & Helmick, 2008), increased one-onone interaction between student and teacher (Lage, Platt, & Treglia, 2000), student responsibility for learning (Overmyer, 2012), and addressing multiple learning styles (“Flipped classroom offers,” 2011; Gallagher, 2009; Gannod, et al., 2008) . Each of these features has implications for student learning and may be more strongly or weakly demonstrated depending on the specific implementation.  \nAs curriculum requirements grow, instru","cbCaiqPPi1g8ahl7","https://ap.wps.com/l/cbCaiqPPi1g8ahl7","pdf",403569,16,"English","# Abstract\n# Introduction\n# Why Use the Flip?","[{\"question\":\"What is the core structure of the flipped classroom teaching model?\",\"answer\":\"It moves lecture delivery outside the classroom, typically through electronic media, and transfers practical application work (formerly homework) into class time.\"},{\"question\":\"Why are instructors interested in using the flipped classroom?\",\"answer\":\"They cite efficient use of class time, more opportunities for active learning, increased student-teacher interaction, and improved support for different learning styles.\"},{\"question\":\"How can electronic delivery of lecture content support learning in this model?\",\"answer\":\"Video lectures can be made manageable in length, topics can be broken into subtopics using “chunking,” and interactive tools like tutorials or quizzes can reinforce viewing before class.\"}]","The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction - Volume 8 - Issue 1 - Invited Column - 2014 | PDF",1792087614]