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Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

Daniella Smith (University of North Texas, Denton, Texas, USA)

Library Hi Tech News

ISSN: 0741-9058

Article publication date: 3 October 2016




The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills.


A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions.


A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school.

Research limitations/implications

This study was limited to a class of 21 students enrolled in a public school in North Texas.


There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.



Smith, D. (2016), "Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians", Library Hi Tech News, Vol. 33 No. 8, pp. 19-23.



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Copyright © 2016, Emerald Group Publishing Limited

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