Designing flipped information literacy sessions with the Assessment-as-Learning Model

Designing flipped information literacy sessions with the Assessment-as-Learning Model

This presentation will focus on how an information literacy librarian teamed up with a Biochemistry professor and designed two flipped information literacy sessions to teach undergraduates how to read and find primary literature. We used the assessment-as-learning model to lay out the lesson plan that was integrated in the semester-long research project seamlessly. The assessment-as-learning model includes five steps: 1) “What do you want students to be able to do?” (Outcome); 2) “What does the student need to know in order to do this well?” (Curriculum); 3) “What activity will facilitate learning?” (Pedagogy); 4) “How will the student demonstrate the learning?” (Assessment); 5) “How will I know the student has done this well?” (Criteria). We started with the learning outcomes, and then decided on the instruction content and pedagogy. For the assessment piece, we did a background survey on students’ prior research experience and surveyed students on the flipped information literacy sessions. From the survey feedback and student performance, we learned that those approaches enhanced students’ learning experience.

He, Yan

Chinese American Librarians Association

2016-05-13

https://creativecommons.org/licenses/by-sa/4.0/

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2016 CALA Midwest Chapter Annual Conference "Innovate! Advocate! Integrate! – Reinvigorating Your Library in a Digital Age"