Addressing student confidence levels in using library resources through flipped classroom instruction Margaret Bates University Libraries, University of Alabama, Tuscaloosa, AL 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. Public Services Quarterly 2026
This research article explores how a #FlippedClassroom model helped students build confidence navigating both the physical and online #AcademicLibraries spaces, even without a course assignment to anchor instruction. Findings show promising gains in student confidence.
doi.org/10.1080/1522...
