The Role of the Flipped Classroom in Information Literacy Programs
| dc.contributor.author | Arnold-Garza, Sara | |
| dc.date.accessioned | 2017-07-13T20:17:58Z | |
| dc.date.available | 2017-07-13T20:17:58Z | |
| dc.date.issued | 2016 | |
| dc.description.abstract | This 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 |
| dc.format | application/pdf | |
| dc.format.extent | 16 pages | en |
| dc.genre | chapters | en |
| dc.identifier | doi:10.13016/M2GF0MW50 | |
| dc.identifier.citation | Arnold-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 |
| dc.identifier.uri | http://hdl.handle.net/11603/4348 | |
| dc.language.iso | en | en |
| dc.publisher | Rowman & Littlefield | en |
| dc.relation.isAvailableAt | Towson University | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | information literacy | en |
| dc.subject | flipped classroom | en |
| dc.title | The Role of the Flipped Classroom in Information Literacy Programs | en |
| dc.type | Text | en |