Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching
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Date
2016-04
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of the Medical Library Association (JMLA)
Abstract
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.
Description
Keywords
Information Literacy, Educational Technology, Education, Distance/Methods, Teaching/Methods, Evidence-Based Practice/Education, Learning, Group Processes, Program Development, Humans, Libraries, Medical/Education
Citation
Carroll, Alexander J et al. “Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching.” Journal of the Medical Library Association : JMLA vol. 104,2 (2016): 125-30. doi:10.3163/1536-5050.104.2.006