Improving information literacy instruction through reflection

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Improving information literacy instruction through reflection

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dc.contributor.author Magnusson, Jenny
dc.contributor.author Zaar, Jessica
dc.contributor.author Tosting, Åsa
dc.date.accessioned 2017-04-26T09:27:21Z
dc.date.available 2017-04-26T09:27:21Z
dc.date.issued 2017 en_US
dc.identifier.uri http://hdl.handle.net/2043/22489
dc.description.abstract 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. en_US
dc.format.extent 1
dc.language.iso eng en_US
dc.subject Information literacy en_US
dc.subject Reflective teaching en_US
dc.subject Information literacy instruction en_US
dc.subject Reflective teaching form en_US
dc.subject.classification Humanities/Social Sciences en_US
dc.title Improving information literacy instruction through reflection en_US
dc.type Conference Poster en_US
dc.relation.url http://www.lilacconference.com en_US
dc.identifier.paperprint 0 en_US
dc.contributor.department Malmö University. Library en
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES en_US
dcterms.description.conferenceName LILAC : Librarians’ Information Literacy Annual Conference en_US
dcterms.description.conferencePlace Swansea, Wales en_US
dcterms.description.conferenceYear 2017 en_US
mahlocal.rights.oaType green
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