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Using a Flipped Lesson to Improve Information Literacy Outcomes in a First-year Design Class

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Engineering Libraries Division Technical Session 2

Tagged Division

Engineering Libraries

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Paper Authors


Brianna B. Buljung Colorado School of Mines Orcid 16x16

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Brianna is the Teaching and Learning librarian at the Colorado School of Mines. She collaborates with faculty to design and implement information literacy throughout the curriculum. Prior to her work at the School of Mines, she was the Engineering and Computer Science librarian at the United States Naval Academy and a contract Reference librarian at the National Defense University. She earned her MLIS from the University of Denver in 2011.

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Leslie Light Colorado School of Mines

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Leslie Light is an Associate Teaching Professor in the Engineering, Design, and Society Division at the Colorado School of Mines, and the Director of the Cornerstone Design@Mines program. She received a B.S. In General Engineering, Product Design from Stanford University and an MBA from The Wharton School at the University of Pennsylvania, specializing in Entrepreneurial Management. Prior to joining Mines she spent 20 years as a designer, project manager, and portfolio manager in Fortune 500 companies and smaller firms in the Silicon Valley and abroad. She is passionate about bringing the user-centered design principles she learned at Stanford and in her career to Mines' open-ended problem solving program, and is working with others on campus to establish a broader integrated context for innovation and design.

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Does the presentation style of an information literacy assignment affect students’ use of scholarly and authoritative sources in the completion of an engineering design project? During spring semester 2017, the information literacy team at the Colorado School of Mines piloted a flipped lesson on evaluating sources for the university’s first year engineering design course. Initial feedback on the pilot session was favorable and the team analyzed detailed data to determine if students retained the needed information on evaluating sources through the semester. Student work, specifically bibliographies from team design proposals and final reports, was used to evaluate if changing the style of the information literacy session positively impacted students’ use of scholarly and authoritative sources throughout the semester. The “Evaluating Sources” lesson for fall 2016, modeled on previous years, was comprised of a traditional, one-shot session with an activity in the classroom with librarians. Incorporating feedback from teaching faculty, the instruction team piloted a flipped approach for the spring 2017 lesson. The new lesson required design teams to review videos and other information online, take an online quiz, and then meet in person with a librarian. During the course of one week, 93 student teams met with one of 7 librarians. Teams were prompted to bring questions about scholarly and authoritative sources for their specific problem statement. The meeting also provided the opportunity for students to discuss their initial design ideas and brainstorm sources with a librarian. This paper describes the rubric used for evaluation of the student bibliographies and the results of the study. It also discusses the lessons learned from flipping a single class session and aspects to consider when flipping information literacy content.

Buljung, B. B., & Light, L. (2018, June), Using a Flipped Lesson to Improve Information Literacy Outcomes in a First-year Design Class Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31193

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