In Spring 2014, a health sciences librarian planned five library research sessions for undergraduate and graduate courses, using the flipped classroom method. This lightning talk will summarize sessions and present example materials related to pre-session activities, in-class activities, and assessments.

Objective: To increase class time for hands-on, active learning of research skills directly related to course and assignment-specific learning goals.

Methods: Each course library session included a pre-library session activity that students completed on their own. This pre-library session activity was packaged in an online, course-specific Library Guide and included practice activities and/or assessments. During each in-person library session, students applied their learning in hands-on activities. For one course, senior level Nutrition, the librarian worked closely with two faculty members to plan and implement the pre-library sessions, pre- and post-testing, and the hands-on activity.

Results: Feedback from the library guide optional feedback forms indicated the usefulness of pre-library session activities for all the courses where they were used, as they allowed students to work through the material at their own pace and at times that were convenient for them. The pre- and post-tests and in-class session experience for the senior nutrition course indicated that the hands-on learning approach resulted in students having the appropriate research skills to work on their group projects in the class without an in-person demonstration of searching strategies.

Conclusion: The extended searching time during in-class sessions made it possible for the librarian and instructors to facilitate individual or group work during classes and address unique, in-depth questions as students conducted research. Responding to questions in class and group in-class work also increased peer-to-peer learning opportunities.