Flip the Library

Abstract

The Hamilton Library at the University of Hawaiʻi at Mānoa supports scholastic efforts of students from varied academic levels. Aligned with the Association of College & Research Libraries, “Framework for Information Literacy for Higher Education”, Hamilton Library conducts instructional sessions partnered with the English department’s First Year Writing program. Twice a semester, English 100 classes visit the library first to be introduced to basic research strategies and database searching; and a second time to learn evaluating information techniques. Instruction librarians at Hamilton Library have long struggled to balance the limited time available in these sessions and the amount of information to be communicated, coupled with students’ lack of preparation. Taking into account the increase in distance learning programs the University offers, and the heavy reliance society has on online tools, can the library impact students’ learning outside of the traditional classroom? How would utilizing online tools and non-traditional pedagogical approaches affect learning occurring in library sessions? Results of this study found students’ innate knowledge of research concepts influences learning occurring through the tutorial. While the pedagogy can impact the application of learned concepts. The purpose of this action research is to explore the impact of a flipped learning pedagogy utilizing instructional tutorials in preparing students for library instruction sessions.