Flip Over Research Instruction: Delivery, Assessment, and Feedback Strategies for “Flipped” Library

Abstract

To take fuller advantage of new models for transformative learning, the Beam Library at Oklahoma Christian University has implemented a “flipped classroom” strategy for research instruction. Traditional “one-shot” instruction suffers limitations of both depth and time. In the flipped model, conceptual and application-oriented instruction are provided through brief online videos prior to the class session; class time then becomes a workshop in which librarians are better able to provide in-depth, targeted, highly-interactive instruction. In this way, students become active participants in their learning and are empowered to teach each other through collaborative (rather than passive) in-class experiences. While flipped research instruction is not new, our strategy incorporates a means for assessment and feedback lacking from other approaches. This article describes our flipped pilot and the delivery, assessment, and feedback strategies we have employed to enhance flipped research instruction.