Flipping for Health: Hands-On Library Research Sessions

Pannabecker, Virginia; Barroso, Cristina S.; Lehmann, Jessica

Flipping for Health: Hands-On Library Research Sessions

dc.contributor.author	Pannabecker, Virginia	en
dc.contributor.author	Barroso, Cristina S.	en
dc.contributor.author	Lehmann, Jessica	en
dc.date.accessioned	2014-10-30T19:58:33Z	en
dc.date.available	2014-10-30T19:58:33Z	en
dc.date.issued	2014-10-30	en
dc.description	Presented by Virginia Pannabecker at the Quint*Essential joint chapter meeting of the MCMLA (Midcontinental Chapter of MLA), MLGSCA (Medical Library Group of Southern California & Arizona), NCNMLG (Northern California & Nevada Medical Library Group), PNCMLA (Pacific Northwest Chapter of MLA), and SCCMLA (South Central Chapter of MLA), Denver, CO, 12-16 October, 2014.	en
dc.description.abstract	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.	en
dc.identifier.uri	http://hdl.handle.net/10919/50635	en
dc.language.iso	en_US	en
dc.rights	Creative Commons Attribution 3.0 United States	en
dc.rights.uri	http://creativecommons.org/licenses/by/3.0/us/	en
dc.subject	Flipped Classes	en
dc.subject	Health Sciences Education	en
dc.subject	Higher Education Teaching Techniques	en
dc.subject	Nutrition Education	en
dc.subject	Library Research Skills	en
dc.title	Flipping for Health: Hands-On Library Research Sessions	en
dc.type	Presentation	en