1. The presenters flipped two library instruction sessions by having students complete activities before or after class. In one version, students reviewed a LibGuide before class and completed an individual exercise. In the other version, students watched screencast tutorials before class and completed a team-based exercise during class. 2. Assessment of student work found that the version using a LibGuide before class was more effective, possibly because the LibGuide could be referenced during class while the screencasts required memorization. 3. Flipping the classroom shifts lower-level learning outside of class, allowing more class time for activities like group work and discussions that promote higher-level thinking.

1. LOEX
Nashville, Tennessee
May 3, 2013
Play It Backwards:
Flipping the Library Instruction Classroom
Teague Orblych
&
Michelle Dunaway

2. ROADMAP
#flipclass
1. What is flipped instruction?
2. How we flipped the library instruction
classroom
3. Outcomes
4. Why flip? Why not?
5. Tips for flipping
6. Questions

3. #loex2013 #flipclass
http://pinterest.com/mdunawa/flipclass/
http://libguides.umd.umich.edu/flipclass

4. I. WHAT IS FLIPPED INSTRUCTION?
#flipclass

5. FLIPPED INSTRUCTION
A pedagogical model in which
the typical lecture and
homework elements of a class
are reversed.
#flipclass
EDUCAUSE, 2012

6. TRADITIONAL MODEL VS.
FLIPPED MODEL
#flipclass
Attend
Class, Watch/L
isten to
Lecture
Apply
Concepts
Individually
Watch/Listen
To Lecture
Individually
Apply
Concepts
In Class
Traditional Classroom Flipped Classroom

7. FLIPPED MODEL (CONT.)
Outside of the
classroom, students engage
in…
• Reading
• Watching recorded lectures
• Listening to podcasts
In the classroom, students
engage in…
• Peer instruction
• Team-based problem
solving
• Individual exercises
#flipclass
(Sams and Bergmann, 2013)

8. #flipclass
The flipped classroom is one
in which students are applying
what they have learned
during class, rather than on
their own, outside of class.

9. WHY FLIP?
Where in the learning
cycle do students most
benefit from face-to-face
instruction?
#flipclass

10. BLOOM’S TAXONOMY AND THE
FLIPPED CLASSROOM
Applying
Understanding
Remembering
Analyzing
Evaluating
Creating
Lower-level
activities are
shifted out of
the classroom…
…allowing
instructors to
spend class
time on
upper-level
activities.
#flipclass
(Sams and
Bergmann, 2013)

11. II. FLIPPING THE LIBRARY
INSTRUCTION CLASSROOM
#flipclass

12. WHAT WE DID
Flipped Classroom
Version A
Before class:
• LibGuide
• Independent exercise
During class:
• Discussion of exercise
Flipped Classroom
Version B
Before class:
• Screencast tutorials
During class:
• Team-based learning
exercise
#flipclass

13. VERSION A
http://libguides.umd.umich.edu/content.php?pid=131736&sid=1129674 #flipclass
Before
class:
LibGuide

14. VERSION A (CONT.)
#flipclass
1. Read the Lib Guide “Locating High Quality
Resources” on the Mardigian Library webpage
under the following URL:
http://libguides.umd.umich.edu/linguisticsresou
rces
2. Using the tips from the Lib Guide, find a book
or an article on a topic within linguistics.
3. Open an email and address it to Teague
Orblych mtorblyc@umd.umich.edu and Daniel
Davis davisdr@umd.umich.edu with subject
line: Library Assignment.
4. In the email explain your search process
briefly.
5. If you chose to locate a book, copy the book
record URL from the Mardigian Library Catalog
and paste into the email.

15. THE RUBRIC
0 - Emerging 1 - Developing 2 - Proficient
3 -
Distinguished
Evaluates Authority *…+ *…+ *…+ *…+
Evaluates Accuracy *…+ *…+ *…+ *…+
Evaluates Relevance *…+ *…+ *…+ *…+
Evaluates Current-
ness
*…+ *…+ *…+ *…+
Evaluates Objectivity *…+ *…+ *…+ *…+
#flipclass
View the full rubric, including performance indicators, at
http://libguides.umd.umich.edu/flipclass

16. VERSION B
Overview of Library Website
The Library Catalog
Selecting a Database
Using Databases
Using Databases (continued)
Evaluating Sources
Common Errors
#flipclass
Before class, students viewed screencasts (≈ 35 minutes)…

17. VERSION B (CONT.)
…then, during class, students engaged in
a team-based learning exercise.
#flipclass

18. III. FINDINGS
#flipclass

19. Version B (Screencasts)
N = 51
Not
High
Quality
20%
High
Quality
80%
Version A (LibGuide)
N = 82
Not
High-
Quality
75%
High-
Quality
25%
#flipclass

20. IV. DISCUSSION
#flipclass
>
Reviewing a LibGuide before class was more effective
than viewing video tutorials before class. But why?

21. LIBGUIDE FTW!
• Time between viewing screencasts and attending instruction
sessions
• A LibGuide can be used (e.g., it has links and instructions),
whereas screencasts can only be viewed (and thus require note
taking or memorization)
• Students did not view the screencasts
What do you think?
#flipclass

22. THE FLIPPED CLASSROOM:
BENEFITS
• Redefines class time as a student-centered
environment
• Opportunity to engage in formative assessment
• Increases student engagement
• Makes better use of librarians’ expertise
#flipclass

23. THE FLIPPED CLASSROOM:
CHALLENGES
• Requires collaboration with faculty
• More labor intensive than the traditional lecture
model
• Digital divide issues
#flipclass
What else?

24. TOOLS FOR FLIPPING THE
CLASSROOM
#flipclass
Get more tips and info about tools for flipped instruction at
http://pinterest.com/mdunawa/flipclass/

25. TAKEAWAYS
• Flipped instruction is a pedagogical model in which the
traditional lecture and homework elements of a class are
reversed.
• Flipping involves more than simply requiring students to
watch pre-recorded lectures before class. The flipped
classroom is one in which students are applying what they
have learned during class, rather than on their
own, outside of class.
• Flipping can involve a wide variety of activities during both
the outside-of-class lecture and the in-class active learning
activities.
#flipclass

26. EDUCAUSE. (2012). 7 things you should know about flipped
classrooms. Published by Educause Learning Initiative.
Retrieved from
http://www.educause.edu/library/resources/7-things-
you-should-know-about-flipped-classrooms
Sams, A., & Bergmann, J. (2013). Flip your students’ learning.
Educational Leadership 70(6), 16-20. Retrieved from
http://www.ascd.org/publications/educational-
leadership/mar13/vol70/num06/Flip-Your-
Students%27-Learning.aspx
References
http://pinterest.com/
mdunawa/flipclass/