Addressing student confidence levels in using library resources through flipped classroom instruction.
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| Title: | Addressing student confidence levels in using library resources through flipped classroom instruction. |
|---|---|
| Authors: | Bates, Margaret1 (AUTHOR) Mbates4@ua.edu |
| Source: | Public Services Quarterly. Jul-Sep2026, Vol. 22 Issue 3, p173-191. 19p. |
| Subject Terms: | *Flipped classrooms, *Library orientation, *Digital libraries, *Anxiety, *Library resources, *Introductory courses (Education), *Self-efficacy in students |
| Abstract: | Library instruction positively impacts library anxiety and students' reluctance to use library resources. The flipped classroom instruction model is a useful tool for librarians faced with a class with no focusing component. This article presents the findings of a flipped classroom designed to help students improve confidence in accessing the physical library space and navigating both physical and electronic library resources. The framework discussed takes place in an entry-level class without an assignment to focus library instruction. Findings from a pre- and post-test analysis show a promising increase in student confidence levels following library instruction through this model. [ABSTRACT FROM AUTHOR] |
| Copyright of Public Services Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 196416695 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Addressing student confidence levels in using library resources through flipped classroom instruction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bates%2C+Margaret%22">Bates, Margaret</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Mbates4@ua.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Public+Services+Quarterly%22">Public Services Quarterly</searchLink>. Jul-Sep2026, Vol. 22 Issue 3, p173-191. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Library+orientation%22">Library orientation</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+libraries%22">Digital libraries</searchLink><br />*<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Library+resources%22">Library resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Introductory+courses+%28Education%29%22">Introductory courses (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Library instruction positively impacts library anxiety and students' reluctance to use library resources. The flipped classroom instruction model is a useful tool for librarians faced with a class with no focusing component. This article presents the findings of a flipped classroom designed to help students improve confidence in accessing the physical library space and navigating both physical and electronic library resources. The framework discussed takes place in an entry-level class without an assignment to focus library instruction. Findings from a pre- and post-test analysis show a promising increase in student confidence levels following library instruction through this model. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Public Services Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=196416695 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15228959.2026.2650266 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 173 Subjects: – SubjectFull: Flipped classrooms Type: general – SubjectFull: Library orientation Type: general – SubjectFull: Digital libraries Type: general – SubjectFull: Anxiety Type: general – SubjectFull: Library resources Type: general – SubjectFull: Introductory courses (Education) Type: general – SubjectFull: Self-efficacy in students Type: general Titles: – TitleFull: Addressing student confidence levels in using library resources through flipped classroom instruction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bates, Margaret IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul-Sep2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15228959 Numbering: – Type: volume Value: 22 – Type: issue Value: 3 Titles: – TitleFull: Public Services Quarterly Type: main |
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