Rethinking Online Instruction: From Content Transmission to Cognitive Immersion

As faculty make greater use of Web-based instruction, pedagogical strategy sometimes evolves from the transmission of content to the creation of interactive courses that immerse students in the cognitive style of the discipline. One technique associated with this is the "classroom flip." Library instructional support for such courses may need to evolve from tool-based user guides toward saved searches and similar techniques that facilitate primary literature engagement. In this study, one project illustrating such bibliographic instruction (BI) adaptation is described and its collaborative development is discussed. Problems with differentiating assessment of integrated BI are noted, and a shift from summative to formative evaluation is considered as a potential solution.