The Flipped Classroom: Defined A teaching model which switches lecture activity to the home and homework activity to the classroom by requiring students to view lecture materials (podcasts, videos, tutorials, etc.) outside of class and using class time for active learning. Instructors who use the flipped classroom approach observe that it can benefit teaching and learning by: • Using class time more efficiently • Encouraging students to take responsibility for their own learning • Providing more active learning opportunities • Increasing one-on-one interaction between students and instructors • Appealing to a variety of learners Information Literacy Instruction: Challenges • Limited time in the classroom with students • Student info lit skill levels vary widely • Traditional lectures on research skills don’t engage students • Providing individual help to each student is not realistic Towson’s Use of the Flipped Classroom: Protocols • Spring 2013 semester • Collaborate with faculty before semester • Use the Cook Library Help Guides for “lecture” • Assign a quiz or other check mechanism to students • Use class time primarily for active learning • Students complete questionnaire at end of flipped session • Librarians and faculty complete questionnaire on experience • Group interview with librarians conducted to explore themes highlighted by questionnaire responses Results Student questionnaire results indicate an overall positive experience, with helpful criticism. “With the amount of time used to go over the pre-library assignments, there was not enough time given to complete the in-class activities.” – Student “The pre-class activity was helpful, but it was very extensive, and the audio was touchy.” – Student See website for questionnaires: https://sites.google.com/site/innovationcapstone/home/phase-ii/survey-instruments Surprises • Students (mostly) watched the videos! • Librarians had a hard time not lecturing • Faculty habits may interfere with the model • Students were confused by having class time for work • The flip is very well suited for some classes, not all Looking Forward A librarian group interview following the questionnaires highlighted themes for future application. Towson Librarians: • More emphasis on active learning • More collaborative planning with faculty • Reduce or remove lecture Future studies: • Directly measure student learning outcomes • Narrowly define the participating population • Rigidly design the actual flip. These modifications would ensure a more rigorous study and more generalizable results. References Get more information about the flipped classroom and our experiences at the Google site: https://sites.google.com/site/towsonflipposter/

1. Q1. I completed all or most of the assigned
pre-library session homework before com-
ing to the library session.
Q2. Completing the pre-library session home-
work before the library session was helpful
in providing the information I need to com-
plete research assignments for my class(es).
Q3. The librarian should spend library session
time explaining key concepts rather than
assigning pre-library session homework and
using class time for practice.
Q4. I learned a lot from working on in-class
activities.
Q5. The in-class activities helped me better
understand the concepts presented in the
pre-library session homework.
Flip for Info Lit:
Inverting the Library Classroom
Sara Arnold-Garza, MSIS, Towson University, Residency Librarian
The Flipped Classroom
Defined
A teaching model which switches lecture activity
to the home and homework activity to the class-
room by requiring students to view lecture ma-
terials (podcasts,videos,tutorials,etc.) outside of
class and using class time for active learning.
Instructors who use the flipped classroom ap-
proach observe that it can benefit teaching and
learning by:
• Using class time more efficiently
• Encouraging students to take responsibility
for their own learning
• Providing more active learning opportunities
• Increasing one-on-one interaction between
students and instructors
• Appealing to a variety of learners
Information Literacy
Instruction
Challenges
• Limited time in the classroom with students
• Student info lit skill levels vary widely
• Traditional lectures on research skills don’t
engage students
• Providing individual help to each student is
not realistic
Looking Forward
A librarian group interview following the question-
naires highlighted themes for future application.
Towson Librarians
• More emphasis on active learning
• More collaborative planning with faculty
• Reduce or remove lecture
Future Studies
• Directly measure student learning outcomes
• Narrowly define the participating
population
• Rigidly design the actual flip
These modifications would ensure a more rigor-
ous study and more generalizable results.
References
Get more information about the flipped class-
room and our experiences at the Google site:
https://sites.google.com/site/towsonflipposter/
Towson’s Use of the
Flipped Classroom
Protocols
• Spring 2013
semester
• Collaborate
with faculty
before semester
• Use the Cook Library Help Guides
for “lecture”
• Assign a quiz or other check mechanism
to students
• Use class time primarily for active learning
• Students complete questionnaire at end of
flipped session
• Librarians and faculty complete questionnaire
on experience
• Group interview with librarians conducted
to explore themes highlighted by
questionnaire responses
Results
Student questionnaire results indicate an overall
positive experience, with helpful criticism.
“With the amount of time used to go over the pre-li-
brary assignments, there was not enough time given
to complete the in-class activities.” – Student
“The pre-class activity was helpful, but it was very ex-
tensive, and the audio was touchy.” – Student
Surprises
• Students (mostly) watched the videos!
• Librarians had a hard time not lecturing
• Faculty habits may interfere with the model
• Students were confused by having class time
for work
• The flip is very well suited for some classes,
not all