title: Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching.
abstract: OBJECTIVE
  This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments.
  
  
  METHODS
  Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.
  
  
  RESULTS
  Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.
  
  
  CONCLUSIONS
  This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.
authors.forename: Alexander J
authors.initials: AJ
authors.lastname: Carroll
authors.forename: Nedelina
authors.initials: N
authors.lastname: Tchangalova
authors.forename: Eileen G
authors.initials: EG
authors.lastname: Harrington
mesh_terms: D003194:Computer-Assisted Instruction; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D058980:Information Literacy; D016247:Information Storage and Retrieval / Q000379:methods*; D010379:Peer Group; D018794:Problem-Based Learning / Q000379:methods*; D013337:Students, Medical
keywords: Distance/Methods; Education; Educational Technology; Evidence-Based Practice/Education; Group Processes; Humans; Information Literacy; Learning; Libraries; Medical/Education; Program Development; Teaching/Methods