Addressing student confidence levels in using library resources through flipped classroom instruction.
Saved in:
| 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 |
Be the first to leave a comment!
