Improving information literacy and academic skills tuition through flipped online delivery

Q2 Social Sciences

Journal of Information Literacy Pub Date : 2022-06-05 DOI:10.11645/16.1.3108

L. Morris, Lindsey McDermott

引用次数: 0

Abstract

The COVID-19 pandemic forced UK universities to move the majority or all of tuition online. The Library Academic Support Team at Leeds Beckett University used that shift as an opportunity to improve information literacy (IL) and academic skills tuition across the institution. Instruction and support were redesigned on a flipped basis to ensure that online delivery improved on face-to-face delivery rather than simply replicating it. This project report reviews that work with usage statistics, user feedback, practicalities of service provision and discussion of impact. The report extends existing literature with a model of significant institution-level changes to IL and academic skills instruction which could be applied elsewhere. It concludes that the shift to flipped online learning was a qualified success, with the revised approach proving notably more popular and inclusive, also providing other benefits such as more focused in-class discussion.

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通过翻转在线教学提高信息素养和学术技能

新冠肺炎疫情迫使英国大学将大部分或全部学费转移到网上。利兹贝克特大学的图书馆学术支持团队利用这一转变作为提高整个机构的信息素养(IL)和学术技能学费的机会。在翻转的基础上重新设计了教学和支持，以确保在线教学比面对面教学更好，而不是简单地复制它。本项目报告回顾了使用统计数据、用户反馈、服务提供的实用性和影响的讨论。该报告扩展了现有文献，提出了一个可应用于其他地方的教育和学术技能指导在机构层面发生重大变化的模型。报告的结论是，向翻转式在线学习的转变取得了合格的成功，经过修订的方法被证明明显更受欢迎，更具包容性，还提供了其他好处，比如更集中的课堂讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Information Literacy Social Sciences-Library and Information Sciences

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： JIL is an international, peer-reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse IL communities of practice. To this end it publishes articles from both established and new authors in this field. JIL welcomes contributions that push the boundaries of IL beyond the educational setting and examine this phenomenon as a continuum between those involved in its development and delivery and those benefiting from its provision. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is published under the Gold Open Access model, because the CILIP Information Literacy Group believes that knowledge should be shared. It is therefore free and requires no subscription. In addition authors are not required to pay a fee to be published in JIL. The Journal of Information Literacy is published twice a year. Additional, special themed issues are also possible and the editor welcomes suggestions. JIL has an acceptance rate of 44% for articles submitted to the journal.

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