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This case study focuses on an innovative approach to the flipped classroom as a tool for productive library-discipline faculty collaboration on information literacy instruction. The argument is presented that the flipped classroom can be a pathway into the disciplines that can be used in overcoming the disadvantages of the one-shot, and other barriers to collaboration. The case-study will outline the reasons for a successful collaboration on integrating information literacy into this undergraduate business course, and for its extension to five additional business courses. Practical examples of learning outcomes, in-class activities, and assessment are provided.


This is an accepted manuscript of an article published by Taylor & Francis Group in the New Review of Academic Librarianship available at DOI:10.1080/13614533.2015.1073162



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