Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching

Area of Science:

• Health Sciences Education
• Information Literacy

Background:

• Traditional health sciences education often struggles to effectively teach evidence-based practice skills.
• Undergraduate students require targeted instruction in finding, evaluating, and applying research evidence.

Purpose of the Study:

• To assess the impact of a flipped classroom model on undergraduate health sciences students' information literacy.
• To determine if peer learning within this model enhances students' ability to use evidence in research.

Main Methods:

• Implementation of a flipped classroom approach with online modules and in-person, librarian-facilitated sessions.
• Utilized a mixed-methods assessment strategy to evaluate student learning and program effectiveness.

Main Results:

• Students demonstrated an understanding of core information literacy concepts.
• Consistent application of these concepts in actual research assignments was not fully achieved.
• Faculty interviews indicated improved collaboration between librarians and teaching faculty.

Conclusions:

• The flipped classroom pedagogy shows potential for developing and assessing information literacy programs.
• Further refinement may be needed to ensure consistent application of learned skills in practice.