A massively flipped class: Designing and implementing active learning information literacy instruction for a large enrollment course

Abstract

Purpose

The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom.

Design/methodology/approach

This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation.

Findings

Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology.

Originality/value

The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.

Citation

Rodriguez, J.E. (2016), "A massively flipped class: Designing and implementing active learning information literacy instruction for a large enrollment course", Reference Services Review, Vol. 44 No. 1, pp. 4-20. https://doi.org/10.1108/RSR-07-2015-0033