共查询到20条相似文献，搜索用时 15 毫秒
1.
Eduardo Rivera 《The Reference Librarian》2013,54(1):34-41
In the flipped classroom model, the pedagogical paradigm is reversed and the students learn the class lesson at home and do homework in class. Although much of the focus of the flipped model has been on the secondary education level, this model could be a viable way to teach library instruction sessions to college-level students as well as a way to preserve scarce class time. This article examines a project that was done at LIU Post, where an instructor of the Library Competency Workshop course flipped the classroom and compared test results to sections where the class was run in a traditional lecture classroom model as well as the experiences on how the instructor flipped the classroom. 相似文献
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Cara Berg 《College & Undergraduate Libraries》2013,20(4):372-387
AbstractReceiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment. 相似文献
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Ilana Stonebraker 《Journal of Business & Finance Librarianship》2013,18(4):283-301
A team of librarians at Purdue University transformed a business information literacy course from a traditional lecture, 40-student class into multiple sections of a flipped, 70-student classroom to meet the request that the successful course be required for all 500 undergraduate students. Scaling up required the adoption of flipped learning techniques for better utilization of library teaching resources. This case study provides key insights for others implementing credit classes or integrating similar content into one-shots or embedded work. It also describes the assessed results determined through student feedback (focus groups) and student performance (pre/post-tests). 相似文献
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《College & Undergraduate Libraries》2013,20(3):121-126
ABSTRACT It can be a real challenge to engage students in library instruction classes. The authors have drawn some inspiration from an unexpected place: the aerobics workout. Aerobics teaching techniques and perspectives can be readily adapted to the library instruction classroom with invigorating results. 相似文献
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[目的/意义]设计基于翻转课堂的嵌入式教学模式,开展多门代表性课程的教学实践,以期提升嵌入式教学的效果和效率。[方法/过程]设计和实践课前-线上自主学习、课中-线下互动研讨、课后-线上下答疑辅导的嵌入式教学模式,并通过问卷调查对教学效果进行评估与分析。[结果/结论]实践表明,基于翻转课堂的嵌入式教学效果良好,大多数学生喜欢翻转课堂在嵌入式教学中的应用,认为翻转课堂教学方法有效,提出翻转课堂教学方法具有传统教学方法无法做到的优点,但未来学科服务团队还需在学生学习主动性提升、馆员教学能力提高、平台功能与技术应用强化等方面继续探索。 相似文献
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Language is a primary barrier for international students in library instruction classes. This article reviews the literature on classroom communication from both the second language acquisition and library fields, and suggests ways in which second language acquisition research can be applied to communication with international students in library classrooms. 相似文献
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[目的/意义]针对高校文献检索课程的教学现状,构建基于翻转课堂的文献检索教学模式,设计文献检索翻转课堂支撑平台,以期促进文献检索教学与学习效果的提高。[方法/过程]以翻转课堂理念为指导,融合微课先进的建设经验,以“文献检索”公共课程为个案,在信息技术和课程融合理论和实践的基础上,结合教学案例说明具体的实施过程,并与传统教学模式进行实践对比分析。[结果/结论]研究发现,翻转课堂的效果十分明显,大多数学生愿意继续尝试这种翻转课堂的教学模式,基于支撑平台的教学模式也基本实现了传统课堂无法实现的教学环节等,为翻转课堂引入图书馆文献检索课教学提供相关理论借鉴和经验尝试。 相似文献
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ABSTRACTTo facilitate systematic learning and to complement the limitations of conventional one-shot library instruction sessions, a hybrid embedded instruction model was designed and implemented for undergraduate students and residents in three disciplines at the University of Oklahoma Health Sciences Center. Variations of hybrid instruction are explored, including models that combine face-to-face interactions, online content delivery, flipped instruction techniques, and individual consultations. The hybrid model highlights benefits of collaborative teaching between course faculty members and librarians and enhances the relevance of library instruction for users. 相似文献
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《Journal of Web Librarianship》2013,7(4):493-509
ABSTRACT Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction. 相似文献
11.
Marisa L. Conte Mark P. MacEachern Nandita S. Mani Whitney A. Townsend Judith E. Smith Chase Masters Caitlin Kelley 《Journal of the Medical Library Association》2015,103(2):69-73
Objective:The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians.Setting:The research took place at an academic health sciences library.Method:A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot.Conclusion:The flipped classroom model can be successful in developing and implementing a course that is well rated by students. 相似文献
12.
Library Value in the Classroom: Assessing Student Learning Outcomes from Instruction and Collections
《The Journal of Academic Librarianship》2014,40(3-4):332-338
What is the value of library services and resources in the college classroom? How do library instruction and collections contribute to academic teaching and learning outcomes? A chemistry instructor, instruction librarian, and technical services librarian collaborated to answer these questions by combining chemistry education and information literacy pedagogy to assess student learning. The authors developed curriculum units that teach information literacy skills and scientific literature research in a General Chemistry Laboratory course for Honors students. Their study extends beyond examining library instruction and collections assessment in isolation. Rather, their research protocol intends to contribute to student learning outcomes assessment research. The authors propose that an embedded, mixed-methodology, and longitudinal approach can be used to collect data and assess outcomes in terms that describe and measure the value of library services and resources. 相似文献
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Librarians are conducting instruction sessions outside the traditional classroom setting using online tutorials with increasing frequency. Online tutorials seem like an obvious solution to meet the growing need for instruction to users in a time when resources are shrinking. Can librarians effectively teach library skills using an online tutorial? Approximately 300 students enrolled in an undergraduate psychology course at the University of South Florida Tampa Campus attended either a library research class or completed an online tutorial as part of their coursework. Participants were given a post-test and were surveyed about their confidence levels and preferred method of library instruction. Analysis of the test scores indicated that there was no significant difference in the learning outcomes between in-person and online library instruction. The majority of students indicated a preference for online instruction over classroom instruction. A rise in confidence levels was noted across both groups. 相似文献
15.
Aurelia Minuti Karen Sorensen Rachel Schwartz Winifred S. King Nancy R. Glassman Racheline G. Habousha 《Medical reference services quarterly》2018,37(2):119-131
This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions. 相似文献
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Madeline E. Cohen 《New Review of Academic Librarianship》2016,22(1):5-23
This case study focuses on an innovative approach to the flipped classroom as a tool for productive library-discipline faculty collaboration on information literacy instruction. The argument is presented that the flipped classroom can be a pathway into the disciplines that can be used in overcoming the disadvantages of the one-shot and other barriers to collaboration. The case study will outline the reasons for a successful collaboration on integrating information literacy into this undergraduate business course and for its extension to five additional business courses. Practical examples of learning outcomes, in-class activities, and assessment are provided. 相似文献
17.
Elizabeth K. Tompkins 《College & Undergraduate Libraries》2016,23(1):1-15
The cognitive apprenticeship model, which links apprenticeship learning techniques and classroom practices, offers a flexible framework for planning and implementing library sessions. Originally developed by educators Collins, Brown, and Newman, cognitive apprenticeship illuminates the thought process of teachers and other experts while they deliver instruction in problem solving, close reading, critical thinking, or other higher-order reasoning. This article discusses how librarians can employ the cognitive apprenticeship model to collapse the thought process associated with library research into components that are comprehensible to all levels of students. 相似文献
18.
Lara Handler 《Medical reference services quarterly》2013,32(2):120-129
The increase in distance education students and the changing preferences for online instruction led the Health Sciences Library to seek creative approaches to traditional classroom instruction. Library instructors compared two different class formats: online-only classes and in-person classes with online sections. The second format, called “co-streaming,” provided instruction in traditional classroom and virtual environments at the same time. A postclass survey was used to gather users' evaluations of the instruction and the format via which it was offered. This paper examines the user response to, and satisfaction with, the co-streaming classes. 相似文献
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《Research Strategies》1998,16(3):165-174
Classroom assessment, a major component of classroom research in higher education, is a quick and easy way for instruction librarians to monitor what is being learned by their students and to adjust their teaching accordingly The process of adapting classroom assessment techniques to the discipline of library instruction has begun and is documented in this article Examples of classroom research from higher education are given in an attempt to lead librarians to the next logical step of integrating the process into their everyday teaching (one-time, course-related, or credit course) and publishing the results of their findings Whether classroom assessment remains in relatively isolated divisions such as the library or becomes a pan of a total campus improvement endeavor is a question for each institution to answer 相似文献
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In 2012, an academic health sciences library serving a large research university and medical center introduced synchronous online training for a diverse group of users, including clinicians, researchers, faculty, and distance students. Participants in these “Express Training” classes completed two surveys to assess their experiences. Survey results indicated classes were well received but revealed some areas for improvement. Included are issues that should be considered when implementing online library instruction to meet the diverse needs of academic health sciences library users. Given the popularity of online training among on-campus and distance users, it will be continued and expanded. 相似文献