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- ItemThe Role of the Flipped Classroom in Information Literacy Programs(Rowman & Littlefield, 2016) Arnold-Garza, SaraThis chapter describes the information literacy opportunities and context at Towson University, including observations about implementing the flipped classroom for library instruction at this institution. This classroom model exemplifies many of the “Characteristics of Programs of Information Literacy That Illustrate Best Practices: A Guideline” (2012) from the Association of College & Research Libraries and deserves a place in the teaching repertoire of instruction librarians. Its structure offers flexibility and adaptation necessary for diverse and dynamic teaching environments, and also encourages a reflective, collaborative pedagogical style, which benefits learners.
- ItemThe Library as Leadership Incubator: A Case Study of Towson University’s A-LIST Program(Association of College and Research Libraries, ) Tomlinson, Carissa; Arnold-Garza, SaraThis chapter explores a program at Towson University’s Albert S. Cook Library that gives students leadership opportunities while helping the library enhance visibility and promote academic success. The chapter describes the development of the program, the hiring and training of students, the program outcomes, student participant feedback, and best practices for similar programs.
- ItemThe Flipped Classroom Teaching Model and its Use for Information Literacy Instruction(Communications in Information Literacy, 2014) Arnold-Garza, SaraThe flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from current higher education and library instruction literature. Pedagogical benefits of the model are highlighted along with potential challenges to its use.