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Improving information literacy instruction through reflection
Malmö högskola, Library.
Malmö högskola, Library.
Malmö högskola, Library.
2017 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Improving information literacy instruction through reflection! Keywords: teaching, reflection, improvement Reflective teaching is highlighted as a way to become a reflective practitioner; to learn and improve practice through reflection. The value of reflection in improving teaching is well documented. Research concludes that while reflective teaching may present some difficulties, its benefits lead to a teacher's success in the classroom (Goodsett, 2014). This poster aims to illustrate how Malmö University library works with reflective teaching as a way to improve quality and evaluate our information literacy instruction. There are many different methods of reflective teaching. We chose to focus on a model based on self-reflecting through a reflective teaching form. The model is based on setting aside time to reflect on what happened during the session, identifying problems and development areas and reflections of what you would do differently next time. What we did was to develop an assessment form, inspired by Radcliff et al (2007), for us librarians to fill out and save after each information literacy instruction session. The assessment form consists of questions that we have identified as important to reflect on to be able to improve our teaching. For example, one of the questions encourages us to think of ways to make the students more active and involved. We have experienced that using the form helps us to take this minimal extra time to reflect and it also helps us formalize, structure, save and share our reflections. In addition to filling out the forms individually, we have used our reflections to discuss our thoughts with colleagues and learned from each other. We have also shared our reflections with teachers at the university that we collaborate with. Right now we are evaluating the use of the assessment form. In the poster we will share our results, experiences and what we have learned from working with reflective teaching. References: Goodsett, M. (2014). Reflective Teaching: Improving Library Instruction Through Self-Reflection, Southeastern Librarian, 62(3), ss. 12-15. Radcliff, C J. (2007). A practical guide to information literacy assessment for academic librarians. Westport, Conn.: Libraries Unlimited.

Place, publisher, year, edition, pages
2017.
Keywords [en]
Information literacy, Reflective teaching, Information literacy instruction, Reflective teaching form
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-10514Local ID: 22489OAI: oai:DiVA.org:mau-10514DiVA, id: diva2:1407557
Conference
LILAC : Librarians’ Information Literacy Annual Conference, Swansea, Wales (2017)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved

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fulltext(173 kB)65 downloads
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Type fulltextMimetype application/pdf

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http://www.lilacconference.com

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Magnusson, JennyZaar, JessicaTosting, Åsa

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf