The teaching methodology of the flipped classroom is quickly growing in popularity within the education community and making its way into library instruction as well. This paper will introduce the concept of flipped teaching, identify its potential for integration into library instruction, and highlight two case studies of how this pedagogical approach was applied at the University of Saskatchewan Library. This interactive session will keep you on your toes. Expect homework in advance! / Slides presented at the Workshop for Instruction in Library Use conference in London, ON, in May 2014

The flipped teaching methodology is well documented within the education research literature, growing in popularity within university classrooms and making its way into library instruction. In light of current technological trends affecting higher education, libraries are challenged to explore new approaches to library instruction including strategies for inclusion of online classrooms, distributed learners, and interactive technologies. This presentation will include a summary of the research evidence on flipped teaching and its value for inclusion in library instruction. It will also look at the application of this evidence as applied to two case studies at the University of Saskatchewan Library and preliminary findings on outcomes from these cases. This presentation is relevant to why librarians are conducting research by highlighting the benefits of using research evidence to inform the practice of library instruction, to create better instructional tools and to meet the learning needs of today’s students. This presentation also links to research being done by librarians, as it documents an in-progress research project on the efficacy of the flipped classroom for library instruction. / Slides presented at the C-EBLIP Fall Symposium in Saskatoon, SK, in October 2014

ARCL STS IL Chat Presentation on March 20, 2015 at 3:00 PM EST. This chat session will begin with a short presentation about three separate applications of flipped teaching in the College of Engineering, University of Saskatchewan. The Engineering Librarian used this pedagogy to deliver information literacy instruction to Civil Engineering students in their 2nd and 4th year of study in design heavy courses. The chat that follows is expected to generate thoughtful discussion about how flipped teaching could be applied in your own practice. Possible considerations include class size, location of class (computer lab availability), ability to collaborate with a faculty member, time, what you will cover in the tutorial and what lecture content will be. / If you wish to listen to the audio recording of this chat session, please use the following link: http://ala.adobeconnect.com/p5wdr3dahza/. The pre-test is posted at: https://drive.google.com/file/d/0Bx0pof08ddLedTdYZDgtQXZDYVk/view?usp=sharing and the post-test can be found at: https://drive.google.com/file/d/0Bx0pof08ddLeSi1QM0FUS2lGdnc/view?usp=sharing.

This case study describes the use of flipped teaching for information literacy instruction in a new course, Drill, Blast, and Excavate GeoE 498, within the mining option for geological engineering (GeoE) students. These students will enter the mining industry with less discipline-specific knowledge than a student that graduated with a degree in mining engineering, yet on-the-job training provided by the employer will fill in most of the technical gaps. Engineers in the workplace can connect to information sources online and do not need to rely solely on co-workers, short courses, and conferences for upgrading their knowledge. With this in mind, we developed a flipped teaching assignment to teach students how to effectively and efficiently access electronic information on topics faced by geological engineers in the field. The course included a research project that allowed the students to practice these information retrieval and evaluation techniques so as to better prepare them for the working world. Student feedback revealed a high level of engagement in the discovery of these research strategies and the instructor noted that these techniques were applied successfully in the students written reports and oral presentations.

This poster was presented at WILU 2014 in London, ON

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 82-84) Also available in print.

Thesis (M. Sc.)--University of Hong Kong, 2005. / Also available in print.

Thesis (M.S.)--University of North Carolina Wilmington, 2008. / Includes appendix. Title from PDF title page (viewed May 27, 2009) Includes bibliographical references (p. 64-65)

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.