abstract:While educators and librarians have long been concerned with developing undergraduates' ability to find credible sources, the abundance of unreliable information online has exponentially complicated the situation. In developing a new curriculum for English Composition 1001 classes, a first-year writing class at the University of Cincinnati, we developed new ways of engaging with student experiences before and beyond the class sessions to address source analysis through active peer learning. Using an action research framework to position ourselves as both practitioners and researchers, we considered our own practice as teachers as much as student outcomes. We compared the use of flipped content with in-class instruction. By capturing students' research process through pre-class and post-class surveys, we could better understand the online ecosystem they must navigate and help them reflect critically on their progress. Our analysis of student survey responses allowed us to measure progress in three areas: source quality, search strategy, and topic relevance. Flipped class activities had the same result on student behavior as did in-class delivery.

中文翻译：

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学习评估来源：比较教学模式和学生成果

摘要：虽然教育工作者和图书馆员长期以来一直关注培养本科生寻找可靠来源的能力，但大量不可靠的在线信息使情况成倍复杂化。在为辛辛那提大学一年级写作课 English Composition 1001 课程开发新课程时，我们开发了新的方式来在课堂之前和之后与学生的体验互动，以通过积极的同伴学习来解决来源分析问题。使用行动研究框架将自己定位为从业者和研究人员，我们将自己作为教师的实践与学生的成果视为同等重要。我们将翻转内容的使用与课堂教学进行了比较。通过课前和课后调查捕捉学生的研究过程，我们可以更好地了解他们必须浏览的在线生态系统，并帮助他们批判性地反思自己的进步。我们对学生调查回复的分析使我们能够衡量三个方面的进展：来源质量、搜索策略和主题相关性。翻转课堂活动对学生行为的影响与课堂教学的结果相同。