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Reverse engineering information literacy: using a flipped classroom model - Perris

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Presented at LILAC 2019

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Reverse engineering information literacy: using a flipped classroom model - Perris

  1. 1. Kate Perris Assistant Librarian London School of Hygiene and Tropical Medicine Photo by Joe Pizzio on Unsplash Reverse engineering information literacy: using a flipped classroom model
  2. 2. Background - About LSHTM - Education Programme Review recommended that the School “should integrate its F2F and DL provisions”. - More and more students are taking a systematic review approach to their MSc projects so information skills training needs to become more in depth to address this Photo by rawpixel on Unsplash
  3. 3. Flipped classroom model "Flipped Learning Workshop with Katherine Hale" by Laurie Sullivan is licensed under CC BY 2.0
  4. 4. Research • Research with students has found that they prefer the “flipped” model and are able to cite more scholarly journal articles afterwards (Brooks, 2014) • not ideal for every student (Arnold-Garza, 2014a). • librarians have reported difficulties improvising rather than delivering prepared lectures (Tagge, 2018).
  5. 5. Current provision DL students - 6 week intermediate level information skills course online - Online /recorded Collaborate sessions - SKYPE 1-2-1s.
  6. 6. Current provision F2F students - 3 hour computer session - 1-2-1 sessions Photo: Anne Koerber
  7. 7. Original pilot proposal
  8. 8. Pilot course: Medical microbiology - Traditional low attendance - F2F version of online module - Lunchtime “surgery” photo by Lucas Vasques on Unsplash
  9. 9. Questionnaire - A success? - Suggestions - 11 out of 12 students - completed (91.6%) photo by Ben Mullins on Unsplash
  10. 10. Did you work through the online module before attending the session? 0 1 2 3 4 5 In full In part Not at all Photo by JESHOOTS.COM on Unsplash
  11. 11. I found learning online followed by an optional face to face session to be: 0 1 2 3 4 5 6 7 8 More engaging than a 2-3 hour lecture Less engaging than a 2-3 hour lecture No reply
  12. 12. I feel I would be best prepared for literature searching for my project by learning: 0 2 4 6 8 Fully online Flipped Fully face to face Other No reply
  13. 13. What did you like about this module? • Accessibility • Working at own pace • Assistance Photo by Lauren Mancke on Unsplash
  14. 14. What improvements could be made to the module? • Demonstrating videos • Timetable change Photo by Christian Wiediger on Unsplash
  15. 15. What worked well? - Generally considered more useful and engaging than face to face only teaching - Many more students received teaching than previously Photo by Headway on Unsplash
  16. 16. What could be improved? • Encouragement to complete module in full • Prepared questions • Video demonstrations
  17. 17. The future - Additional pilot - Increasing module completion? - Switching F2F teaching to this method - Integrated teaching - Advanced online module for systematic reviews
  18. 18. Kate Perris Assistant Librarian (Information Services) London School of Hygiene and Tropical Medicine Email: kate.perris@lshtm.ac.uk Telephone: 020 7927 2093
  19. 19. References Arnold-Garza, S. (2014a). The flipped classroom: Assessing an innovative teaching model for effective and engaging library instruction. College & Research Libraries News, 75(1), p. 10-13. Available at: doi: https://doi.org/10.5860/crln.75.1.9051. Arnold-Garza, S. (2014b). The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction. Communications in Information Literacy, 8 (1), 7- 22. https://doi.org/10.15760/comminfolit.2014.8.1.161 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 Tagge, N (2018) Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum. Journal of the Medical Library Association: JMLA 106 (3), 377 https://doi.org/10.5195/jmla.2018.276

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