Flipped Class Project
Starting Fall 2018 the SFCC Library collaborated with 7 English 101 faculty members to administer an information literacy (IL) flipped class. The SFCC Library typically teaches "one-shot" a.k.a. one 50 minute library lessons that can cover a range of learning outcomes, from research question development to source evaluation and database search strategies. In an effort to streamline instruction and maximize active learning in class the flipped class project was created to meet the following goals:
- Promote Active Learning: Utilize Canvas modules to establish baseline IL skills before the library session and create opportunities for active learning during the in-person session.
- Tier IL Instruction: Create scaffolding of IL skills by integrating the modules into a specific course (ENG 101) to create targeted, tiered IL instruction.
- Assess Effectiveness of IL Instruction: Assess effectiveness of flipped class modules and in-person led librarian instruction.
- Assess Students IL Skills: Assess students' IL skills at the introductory level of IL instruction.
In total, 93 Students opted to participate in the flipped class assessment by completing a four quiz module in Canvas, followed by an in-person IL session. The four content areas covered by the quizzes include research as a process, search strategies, evaluation, and citations. The quizzes were created using the ACRL Frameworks, backwards course design, and GenEd IL Learning Outcomes.
The flipped class module was followed by an in-person library session, taught by one of four SFCC Librarian's focused on research question development. At the end of the quarter, students' final research papers were collected and assessed using the SFCC IL Rubric, which is based on the AACU IL Value Rubric.
General Findings
It should be noted that these findings are mere implications and would require a greater number of participates and data to be statistically significant.
- Out of all four quiz content areas, students assessed highest in the area of research as a process and research question development, which was the topic of the follow-up, in-person librarian led instruction sessions. This could possibly imply that library instruction is beneficial towards students' achievement of IL learning outcomes.
- Students who spent 10 minutes or more on the modules general assessed higher than students who spent 10 minutes or less on each module. Possibly indicating that engagement with the modules before an in-person library session can improve students' achievement of IL learning outcomes.
- Students' struggled the most with evaluating information critically and documenting information ethically and legally (citations), on both the modules and their final research papers.
Next Steps
- Promote Active Learning: Focus on one or two learning outcomes (research as a process, search strategies, evaluation, and citations) per class and have students complete a shorter more manageable assignment beforehand, that does not have to be a canvas module.
- Tier IL Instruction: Create specific rubrics for each library session's learning outcomes, developed from the GenEd Rubric to target specific courses (ENG 101, ENG 102, CMST 101, & upper 200 level courses) and focus on IL skill building.
- Assess Effectiveness of IL Instruction: Assess effectiveness of IL instruction by surveying students and faculty every year, while building instructional resources, especially in the content areas of critically evaluating sources and documentation information ethically, and soliciting continuous feedback.
- Assess Students IL Skills: Assess students' IL skills by selecting one course to assess every other year and support GenEd institutional assessment of IL every "off year."