Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

Michael C. Goates, Gregory M. Nelson, Megan Frost

Abstract

Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Librarians using a flipped classroom should consider ways to help students make meaningful connections between online tutorials and in-class activities.

Full Text:

PDF
Copyright Michael C. Goates, Gregory M. Nelson, Megan Frost


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Article Views (Last 12 Months)

No data available

Contact ACRL for article usage statistics from 2010-April 2017.

Article Views (By Year/Month)

2020
January: 5
February: 4
2019
January: 8
February: 6
March: 18
April: 9
May: 12
June: 18
July: 16
August: 7
September: 7
October: 3
November: 3
December: 2
2018
January: 10
February: 20
March: 16
April: 26
May: 19
June: 13
July: 5
August: 7
September: 6
October: 9
November: 7
December: 3
2017
April: 6
May: 177
June: 24
July: 11
August: 9
September: 9
October: 4
November: 22
December: 10