A Collaborative Intervention: Measuring the Impact of a Flipped Classroom Approach on Library One-shots for the Composition Classroom

Abstract

Instruction librarians teaching one-shot information literacy (IL) sessions to freshman composition classes at academic universities across the U.S. United States experience a familiar set of issues. In response, librarians have produced a large of literature detailing flipped instruction approaches, collaborative case studies with outside departments, and critiques of the library one-shot. However, little research exists describing attempts to combine these three approaches in one study. Both a case study and an impact on assessment study, this article describes a collaborative intervention between the Library Instruction team, the Writing Across the Curriculum (WAC) program, and the English department, with the purpose of studying the intervention’s impact on student learning.