Flipping for the Framework: Adapting a College Writing Library Instruction Session to the New Framework for IL using Flipped and Discovery Based Learning
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 218/220
Abstract
This presentation will cover a brief overview of the new Framework for Information Literacy and how one librarian adapted the new framework into a College Writing Library Instruction session. The class employed several different teaching strategies. First, using the flipped classroom approach, students completed online research modules prior to class. Second, both the writing faculty and librarian together selected three specific databases and gave ample class time to conduct discovery-based searching. The newly adapted session covered two Frameworks, "Research as Inquiry" and "Searching as Exploration". The session will also address strategies to minimize cognitive overload associated with discovery-based learning.
Presentation Description
This presentation will cover a brief overview of the new Framework for Information Literacy and how one librarian adapted the new framework into a College Writing Library Instruction session
Keywords
Information literacy, Flipped classroom, Discovery based learning, Framework for information literacy, Cognitive overload, "Research as Inquiry", "Searching as Exploration"
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Cunningham, Avril Ms., "Flipping for the Framework: Adapting a College Writing Library Instruction Session to the New Framework for IL using Flipped and Discovery Based Learning" (2016). Georgia International Conference on Information Literacy. 33.
https://digitalcommons.georgiasouthern.edu/gaintlit/2016/2016/33
Flipping for the Framework: Adapting a College Writing Library Instruction Session to the New Framework for IL using Flipped and Discovery Based Learning
Room 218/220
This presentation will cover a brief overview of the new Framework for Information Literacy and how one librarian adapted the new framework into a College Writing Library Instruction session. The class employed several different teaching strategies. First, using the flipped classroom approach, students completed online research modules prior to class. Second, both the writing faculty and librarian together selected three specific databases and gave ample class time to conduct discovery-based searching. The newly adapted session covered two Frameworks, "Research as Inquiry" and "Searching as Exploration". The session will also address strategies to minimize cognitive overload associated with discovery-based learning.
