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William Paterson University Board of Trustees

Board of Trustee Minutes 06/16/2016

Board of Trustees Minutes 09/23/2016

Board of Trustees Minutes 11/18/2016

Berg, Cara

130
6. Room Service Berg
© 2016 Cara Berg
Discovery Layers and the Flipped Classroom:
Recipe for Success! 
Cara Berg, Reference Librarian/Co-Coordinator of User Education, William Paterson University, bergc1@wpunj.edu 
NUTRITION INFORMATION
Most students enrolled in FYS (First Year 
Seminar) at William Paterson University at-
tend a one-shot library instruction class. We 
use a flipped classroom model where, prior 
to attending the class and on their own time, 
the students watch two brief videos and 
complete a cognitive exercise. One video is 
about plagiarism and the other is a tutorial 
on how to use the library’s discover layer. 
During the class, the librarian then guides 
students through the discovery tool; letting 
students lead the class while the librarian 
helpfully provides them with hints through-
out the demonstration. Students are assessed 
with an in-class assignment to find and cite 
an e-book, and by locating an article based 
on a keyword search. The flipped classroom 
allows the students to be more engaged in 
the class and allows for more time to cover 
other topics during the one-shot.
Learning Outcomes
Students will be able to: 
•	 Recognize the importance of seeking 
assistance from a librarian and identify 
core library resources and services.
•	 Search discovery tool for library materials.
•	 Recognize when it’s appropriate to use 
the discovery tool, and when it’s ap-
propriate to use other sources.
NUMBER SERVED
Approximately 20 students per class 
COOKING TIME
75 minutes, including the time for the in-class 
assessment and a separate portion on web-
site evaluation. The discovery tool portion of 
the instruction takes about 40 minutes.
DIETARY GUIDELINES
Frame 1: Information has Value
Knowledge Practice: 
Give credit to the original ideas of others 
through proper attribution and citation.
Disposition: 
Respect the original ideas of others.
Frame 2: Searching as Strategic Exploration
Knowledge Practices: 
•	 Design and refine needs and search 
strategies as necessary, based on 
search results.
•	 Manage searching processes and re-
sults effectively.
Dispositions: 
•	 Realize that information sources vary 
greatly in content and format and have 
varying relevance and value, depending 
on the needs and nature of the search.
•	 Seek guidance from experts, such as li-
brarians, researchers, and professionals.
INGREDIENTS & EQUIPMENT
•	 Video: How to Use the Discovery Layer
•	 Video: Plagiarism Tutorial
•	 Video: Library Tour (for in-class view-
ing)
•	 Google Forms (to create the assign-
ment)
•	 Classroom management software (such 
as Lanschool) that allows you to push 
the assignment page to students while 
they are at their computers in class. 
A TinyURL with the link works just as 
well.
•	 Computer lab (optional)
PREPARATION
•	 Send the instructor the links to the vid-
eos so that he/she can assign students 
to watch the videos prior to coming to 
class. 
•	 The students’ professor receives au-
tomatically generated e-mails when 
students have completed the videos. 
Students are also asked to name one 
thing they learned after watching the 
videos. 
131
6. Room ServiceBerg
© 2016 Cara Berg
•	 The librarian teaching the class can 
check the response page in Google 
Forms to see which students have 
watched the video and the students’ 
response to what they learned. 
COOKING METHOD
1. Before they come to class, the students 
view the two videos and complete a 
cognitive exercise. 
2. Begin with a quick video tour of the 
library. 
3. Demonstrate the discovery tool. Since 
the students have already viewed the 
videos, the demonstration is more of an 
active learning experience for the stu-
dents. For example, instead of showing 
the students how to narrow down your 
results by date range, ask students what 
they would do. 
4. Next, the students are given their as-
signment (Figure 1). They complete Part 
I, which asks them to locate an e-book 
in the discovery tool and copy the cita-
tion. 
5. The librarian leads the class in an activity 
and discussion on keywords. An image 
is shown in the class and the students 
supply keywords to describe that image. 
6. Students work on section II of the 
assignment. They are again given an 
image and asked to list keywords that 
could describe that image. They then 
enter their keywords into the discovery 
tool to locate a scholarly, peer-reviewed 
article that they think closely matches 
their keywords.
FIGURE 1. First-Year-Seminar Library Assessment
Section 1:
1. Using the discovery tool, find the book, What the Best College Students Do. Copy the citation us-
ing MLA format.
2. Look at the record for the book. What do you see that indicates that the book is an e-book, not a print 
book?
a. Says “electronic resource”
b. Says “internet resource”
c. Has a picture of the cover
d. Has the call number listed
3. Open the book. Copy or write the first sentence of the second paragraph of Chapter 3.
Section 2:
1. Look at the image below. Write at least 3 keywords that would be good for finding more informa-
tion about this image.  
2. Using your keywords from the previous question, do a search in the discovery tool. Find an article from 
an academic journal that you feel matches your search. Copy and paste the citation in MLA format.
Image courtesy, US Government. “White House 
Logo”. Digital Image. 2003. Wikiimedia Commons. 
https://commons.wikimedia.org/
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6. Room Service Berg
© 2016 Cara Berg
7. After completing section II, students are 
asked if there are any remaining ques-
tions about using the discovery layer in 
the library. 
ALLERGY WARNINGS
The class is very participation-heavy. Refrain 
from lecturing on the content in the videos 
the students watched prior to class as they 
will lose interest. 
CHEF’S NOTE
Good communication with their instructor is 
key! The students were most likely to watch 
the videos prior to the class when instruc-
tors remind them of it. 
CLEAN UP
Students were assessed in-class. They were 
also e-mailed a brief post-test at the end of 
the semester to check on their retention of 
the information. The post-test was optional, 
open for seven days, and e-mailed to them 
directly by the co-coordinator of the user 
education program in the library. 


Discovery layers and the flipped classroom: Recipe for success!

William Paterson University research and scholarly publications compiled for the annual authors reception

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