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dc.contributor.authorArnold-Garza, Sara
dc.date.accessioned2017-07-13T20:17:58Z
dc.date.available2017-07-13T20:17:58Z
dc.date.issued2016
dc.description.abstractThis 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.en_US
dc.formatapplication/pdf
dc.format.extent16 pagesen_US
dc.genrechaptersen_US
dc.identifierdoi:10.13016/M2GF0MW50
dc.identifier.citationArnold-Garza, S. (2015). The role of the flipped classroom in information literacy programs. In P. Raigans & S. Wood (Eds.), The New Information Literacy Instruction: Best Practices (pp. 103-118). Lanham, MD: Rowman & Littlefield.en_US
dc.identifier.urihttp://hdl.handle.net/11603/4348
dc.language.isoen_USen_US
dc.publisherRowman & Littlefielden_US
dc.relation.isAvailableAtTowson University
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectinformation literacyen_US
dc.subjectflipped classroomen_US
dc.titleThe Role of the Flipped Classroom in Information Literacy Programsen_US
dc.typeTexten_US


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