The New Information Literacy Instruction by Ragains Patrick;Wood M. Sandra; & M. Sandra Wood

Author:Ragains, Patrick;Wood, M. Sandra; & M. Sandra Wood [Ragains, Patrick & Wood, M. Sandra]
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers
Published: 2015-08-15T00:00:00+00:00

In some cases, a librarian may not have the time or ability to adequately plan a preassignment that matches the desired learning objectives. Or, students may be too accustomed to a strong culture of classroom lecture in a particular course. Upper-level classes might not require exposure to new material before a library session, nor expect very structured activities during the session in order to be useful. These are just a few examples of the many situations that are not best suited to a successful flipped classroom experience.

At times, a librarian may decide that the flipped classroom is a good match for a particular class and then encounter problems during the implementation. These situations cannot be avoided, just like any teaching mishaps. But they can possibly be remedied if the potential problems are anticipated. Consider these questions:

What if students don’t complete the preassignment?

What if students don’t participate in the active learning component?

What if the technology tools don’t work like you planned?

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