1. SCIL Works 2016 Fullerton, California February 19, 2016

2. I NTRODUCTION

3. I am always California dreaming or working on flipped instruction of some sort. I take both very seriously. I have been doing both for a very long time. I am honored to be here presenting on this topic for you today.

4. R OADMAP 1.Activity: How do you Become a Baseball Hall of Fame Pitcher? 2.Flipped Instruction defined 3.What we did 4.Flipped Instruction and the ACRL Framework for Information Literacy for Higher Education 5. Discussion 6.Future research 7.Resources 8.Questions

5. 1. A CTIVITY : H OW DO YOU BECOME A B ASEBALL HALL OF F AME PITCHER ?

6. H OW TO BECOME A BASEBALL HALL OF FAME PITCHER Pretend that you have been assigned the task of presenting on one of five aspects of the process of becoming a Hall of Fame pitcher: 1.Desire 2.Ability 3.Pursuit 4.Acumen 5.Strength

7. Y OU MADE IT ! This exercise situated you as a student tasked with providing information about an unfamiliar topic. This is the basic premise of the information literacy learning exercise that will be discussed in this presentation

8. 2. F LIPPED INSTRUCTION

9. F LIPPED INSTRUCTION A pedagogical model in which the typical lecture and homework elements of a class are reversed. (EDUCAUSE, 2012)

10. T RADITIONAL MODEL VS. F LIPPED MODEL Attend Class, Watch/Listen to Lecture Apply Concepts Individually Watch/Listen To Lecture Individually Apply Concepts In Class Traditional ClassroomFlipped Classroom

11. F LIPPED MODEL ( CONT.) Outside of the classroom, students engage in: Reading Watching recorded lectures Listening to podcasts In the classroom, students engage in: Peer instruction Team-based problem solving Individual exercises

12. The flipped classroom is one in which students are applying what they have learned during class, rather than on their own, outside of class.

13. 3. What We Did

14. W HAT WE DID : T HE ORIGINAL “ STANDARD FLIP ” Outside of the classroom, students engage in: Library exercise Work through LibGuide that had video tutorials Been doing this in some form for 12 + years… In the classroom, students engage in: Review results of exercise Instruct based on the gaps displayed in the results This was effective for many years but wanted more

15. W HAT WE DID : T HE “E NHANCED F LIP ” Outside of the classroom, students engaged in: Assignment to develop lessons about: Library web site Library catalog Summon (discovery tool) Subject databases Evaluation Libguide Meet with librarian f2f, by email, or by phone prior to beginning their respective module In the classroom, students engaged in: Presentation Handout Activity Instruction

16. 4. Flipped Instruction and the ACRL Framework for Information Literacy for Higher Education

17. F LIPPED I NSTRUCTION AND THE F RAMEWORK FOR INFORMATION LITERACY FOR HIGHER EDUCATION Research as Inquiry Searching as Strategic Exploration Focus on Two Frames:

18. F LIPPED I NSTRUCTION  F RAMEWORK : R ESEARCH AS INQUIRY “…formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information.” Activity: The assignment of the topic or module and the initial questioning of what the topic is

19. F LIPPED I NSTRUCTION  F RAMEWORK : R ESEARCH AS INQUIRY “…determine an appropriate scope of investigation.” Activity: Gain a basic understanding of the topic and how much needs to be conveyed

20. F LIPPED I NSTRUCTION  F RAMEWORK : RESEARCH AS INQUIRY “…deal with complex research by breaking complex questions into simple ones.” Activity: Identify the parts that make up the whole of their topics

21. F LIPPED I NSTRUCTION  F RAMEWORK : RESEARCH AS INQUIRY “…use various research methods, based on need, circumstance, and type of inquiry.” Activity: Engage in numerous strategies for learning about the tool

22. F LIPPED I NSTRUCTION  F RAMEWORK : RESEARCH AS INQUIRY “…draw reasonable conclusions based on the analysis of information.” “…organize information in meaningful ways.” “…synthesize ideas gathered from multiple sources.” Activity: Creating presentations, handouts, and learning activities

23. F LIPPED I NSTRUCTION  F RAMEWORK : S EARCHING AS STRATEGIC EXPLORATION “…determine the initial scope of the task required to meet their information needs.” Activity: Determining the extent of information needed in order to provide an overview to peers

24. F LIPPED I NSTRUCTION  F RAMEWORK : S EARCHING AS STRATEGIC EXPLORATION “…identify interested parties…who might produce information about a topic, then determine how to access that information.” Activity: Identify ways of learning about the various library topics

25. F LIPPED I NSTRUCTION  F RAMEWORK : S EARCHING AS STRATEGIC EXPLORATION “…design and refine needs and search strategies as necessary, based on search results.” Activity: Engage in trial and error with respect to different ways of learning about the tools

26. F LIPPED I NSTRUCTION  F RAMEWORK : S EARCHING AS STRATEGIC EXPLORATION “…understand how information systems are organized in order to access relevant information.” Activity: Learn about how research tools work in order to be able to explain them to peers

27. F LIPPED I NSTRUCTION  F RAMEWORK : S EARCHING AS S TRATEGIC E XPLORATION “…manage searching processes and results effectively.” Activity: Compile information from successful searches in order to create presentations, handouts, and learning activities

28. 5. D ISCUSSION

29. T HE FLIPPED CLASSROOM : CHALLENGES Requires collaboration with faculty Digital divide issues More labor intensive than the traditional lecture model Enhanced Flip may have limitations in that students only focus on one aspect in their presentations

30. T HE FLIPPED CLASSROOM : A DVANTAGES Redefines class time as a student-centered environment Opportunity to engage in formative assessment Makes better use of librarians’ expertise Increases student engagement

31. 2015 R ESULTS AND FINDINGS Prior to class, 87% participation (Wow!) Students were engaged and producing legitimate learning products Students were talking about library skills Professor approved

32. F ALL 2015 RESULTS AND FINDINGS I feel that having the students present to each other was fun for them, and gave them an investment in the information covered. The effect on students' research projects was noticeable. I had the distinct impression that students did better searches and came up with sources that were more relevant to the course topic, and were from sounder sources academically speaking. Overall I would say that this system is very effective and that I like it very much.

33. 6. F UTURE RESEARCH

34. C OMPARE R ESULTS Comparison: End of Term Assignments LING 461 (Standard) LING 482 (Enhanced)

35. E XPANSION AND MORE TESTING Introductory courses are a possibility but need to find faculty collaborators Track students following the use of Enhanced Flip: Is this a gateway to staying on top of research skills and performing better as a student?

36. 7. R ESOURCES

37. T OOLS FOR FLIPPING THE CLASSROOM

38. A DDITIONAL RESOURCES ACRL Framework for Information Literacy for Higher Education: http://www.ala.org/acrl/standards/ilframework http://www.ala.org/acrl/standards/ilframework Flipped Learning Network: http://www.flippedlearning.org/site/default.aspx?PageID=1http://www.flippedlearning.org/site/default.aspx?PageID=1 This includes an extensive list of resources research, reports, and studies and webinars and example videos University of Washington’s Center for Teaching and Learning: Flipping the Classroom at http://www.washington.edu/teaching/teaching-resources/engaging-students-in- learning/flipping-the-classroom/ http://www.washington.edu/teaching/teaching-resources/engaging-students-in- learning/flipping-the-classroom/

39. 8. QUESTIONS Connect: Teague Orblych University of Michigan – Dearborn mtorblyc@umich.edu http://teagueorblych.weebly.com/ (313) 593-5562