Subjects
information literacy; flipped classrom; student learning; one-shot instruction
Document Type
Research Article
Abstract
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.
DOI
10.15760/comminfolit.2014.8.2.168
Downloads prior to this publication
2194
Persistent Identifier
http://archives.pdx.edu/ds/psu/22402
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Brooks, A. W. (2014). Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions. Communications in Information Literacy, 8 (2), 225-235. https://doi.org/10.15760/comminfolit.2014.8.2.168