Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching
Keywords:Information Literacy, Educational Technology, Education, Distance/Methods, Teaching/Methods, Evidence-Based Practice/Education, Learning, Group Processes, Program Development, Humans, Libraries, Medical/Education
Objective: This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students’ abilities to find, evaluate, and use appropriate evidence for research assignments.
Methods: Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.
Results: Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.
Conclusion: This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.
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