A silver lining for pandemic-weary libraries: How blended and flipped instructional programs have improved upon pre-pandemic norms

Abstract

The COVID-19 pandemic presented instructors and learners with novel challenges related to the delivery and consumption of instructional content. Within academic libraries, these changes have resulted in an expanded reliance on asynchronous learning content delivered through a variety of instructional approaches. The study described herein was designed to evaluate the effectiveness of a blended and flipped program of information literacy (IL) instruction. Deploying a pre/post-test methodology within a quasi-experimental study of student learning outcomes, this research compares achievement across two cohorts of students receiving IL instruction as part of a first-year writing program (FYWP) requirement. While one cohort participated in a multi-shot, in-person, synchronous instructional program during the pre-pandemic period, another cohort participated in a blended and flipped instructional program delivered under pandemic-related restrictions. Comparative analysis revealed net positive achievement outcomes for both the pre-pandemic and pandemic cohorts, as well as interesting points of contrast between the two groups. In particular, students in the pandemic cohort arrived to their first year with less research experience than their pre-pandemic peers—signaling a gap in knowledge that pandemic-era library instruction must overcome. Fortunately, the blended and flipped instructional program experienced by the pandemic cohort proved successful in helping those students overcome their research experience gap, while delivering additional benefits that help confirm previous research in this area of practice.