- The document discusses using reflective practice to improve teaching, specifically for information literacy educators. - It explores key theories on reflection, including reflection-in-action and reflection-on-action. Reflection provides a way to actively think about and improve one's professional development. - Practical skills and tools for reflective practice are presented, including reflective writing, discussion, and using a pedagogic planner to design inquiry-based learning experiences and identify areas for improvement.

1. Thanks to Nigel Ford for the beautiful
photography on the theme of reflection

2. Supporting Information Literacy
educators: Reflective pedagogic
planning improving information
literacy practice.
Barbara Sen & Pamela McKinney
Copyright - Barbara Sen
Images – Prof. Nigel Ford,
Information School

3. In this session
• We will explore how reflective practice can be used
in practical ways to support teaching practice
• We will explore key theories on reflection
• You will gain practical skills in reflective practice.
– Through reflective writing and reflective discussion
• You will gain an understanding of and use a
pedagogic planner for improving teaching practice
Copyright - Barbara Sen

4. For context…a
little bit of
theory

5. Reflection
• “Reflection provides an active and structured way of
thinking and of facilitating professional
development.”
» SchÖn (1983)
• With this idea of reflection, reflection is not just an
abstract concept; it is dynamic (“active”), and
practical (“thinking and facilitating”), giving a
framework (“structured way”) for professional
change and development.
Copyright - Barbara Sen

6. The Reflective Dynamic
Outcome of
reflection
Future
needs
Current
Influences
Past
Experience
What change is
needed?
How will the
change be achieved?
Reflect on the
success of any
change.

7. Reflection in a work based
setting (Grant 2007):
• “reflection in action”
– During a training session,
you become aware, and
act upon, the need to
rearrange the layout of the
room so that all
participants can watch a
demonstration.
– Reflecting whilst doing.
• “reflection on action”
– After a team meeting, you
consider how you
responded to a particular
comment or criticism, how
this made you feel, what
you have learnt from the
experience, and how you
might respond on the
future.
– Reflecting back on an
event.
BOTH INVOLVE LEARNING

8. Reasons for reflection
• Self appraisal
• Personal development
• Professional development
• To recognise the need for learning
• To improve learning or performance
• To embed learning
• Problem solving
• Priority setting
• Planning and evaluation
• To inform future practice
• To manage change
• To improve understanding
• Stress management
All of these can have applications in a teaching context.

9. Reflective thinking is good
• But it often helps to write things down
– It helps consolidate your thoughts.
• Use the first person – “I”.
– e.g. “It was during the training session that I first noticed that
there was something wrong. Afterward I considered the
reactions of the participants and reviewed the feedback forms…”.
Copyright - Barbara Sen

10. What is Inquiry-based
learning?
• Student-centred and student-
directed learning – students pursue
their own research
• Learning driven by questions
• Consistent with constructivist
theories of learning
• Problems, case scenarios, small and
large investigations. Messy and
‘real world’
• Individual and collaborative
projects
• A way to involve students in
research and link teaching with
research

11. Some examples of IBL for IL
• Search for and review a journal article on a topic
of interest to the student
• Interview another student about their
information need, conduct literature search &
present the results
• Develop research questions based on reading a
text, search for literature to investigate that
research question
• Week long collaborative inquiry induction activity
developing familiarity with the Library

12. An opportunity to practise reflective writing

13. Exercise – reflective writing
Working on your own and working quickly
• Using the template, in Box 1, write about a recent experience of
teaching using inquiry-based pedagogy.
• Think of a time in your teaching when you came away feeling that you
had learnt something from the situation. Maybe you felt that as a
result you need to change your behaviour, or the way you or others do
things, or you felt the need to develop new skills.
• Be prepared to share what you write with a partner (you may wish to
avoid any names or personal comments). Write neatly.
Copyright - Barbara Sen

14. Jacobs (2008)
“reflection means that we ask questions “
Copyright - Barbara Sen

15. Reflection
• Basic questions:
– What happened?
– How did you feel?
– How did it affect others, how did they feel?
– What did you learn from the experience?
– Have you developed as a result of this experience?
– What improvements or changes can be made?
– How will you achieve them?
– How will you/the situation develop as a result?
– What impact might changes have?
Copyright - Barbara Sen

16. Exercise - reflecting
• Now reflect on the experience you have written
about.
• Consider the questions below. Write your answers in
Box 2
• Write neatly as you will share this with others.
– What happened?
– How did you feel?
– How did it affect others, how did they feel?
– What did you learn from the experience?
– Have you developed as a result of this experience?
– What improvements or changes can be made?
– How will you achieve them?
– How will you/the situation develop as a result?
– What impact might changes have?
Copyright - Barbara Sen

17. Four levels of reflection: Moon, J.
(2008)
1. Descriptive writing
– Descriptive and contains little
reflection. May tell a story but
generally from one point of
view.
2. Descriptive writing with some
reflection
– A descriptive account that
signals points for reflection
while not actually showing
much reflection. What little
reflection there is lacks depth.
3. Reflective writing (1)
– Description, but it is focused,
with particular aspects
accentuated for reflective
comment. Shows some
analysis, some self-questioning.
4. Reflective writing (2)
– Clear evidence of standing
back from the event. Shows
deep reflection. Self-
questioning, and the views and
motives of others are also
taken into account.
Observation that learning has
been gained.
Copyright - Barbara Sen
Fuller explanations can be found in Moon’s
paper.

18. Applying the theory to
improve practice

19. Exercise
• In pairs:
• Look at your writing, considering Jenny Moon’s four
levels of reflection, which one of the descriptions
most describes the reflective writing? Look at your
first attempt, and then your second. Is there any
difference in your level of reflective writing?Copyright - Barbara Sen

20. Exercise: In your pairs.
Reflective discussion
• Help each other consider how you might improve your
reflective writing and gain more from it.
• How can you demonstrate evidence of standing back from the
event?
• How can you show deep reflection?
• Is there evidence of self-questioning?
• Have you considered the views and motives of others ?
• Is there any evidence of learning?
• How will that learning lead to change?
Copyright - Barbara Sen
MAKE NOTES FROM YOUR DISCUSSION

21. What is a pedagogic planner?
• A tool to help us reflect on different
aspects of our teaching
• A practical tool for designing
learning – in this case IBL
• A structured way of discussing and
sharing IBL designs, facilitates
collaborative teaching
development
• Combine with previous experiences
of teaching for inspiration and
adaptation.

22. Using the pedagogic planner
• Look again at the teaching experience you reflected
on
• Using the pedagogic planner, identify an aspect or
aspects of design for IBL where improvements or
changes could be made in your teaching. What
could you do differently?

23. Reflective discussion
Now again in your pairs discuss the
changes you could make
• How could you improve the
experience for students?
• How could you support the
students’ inquiry more
effectively?
• How could you make your
teaching more inquiry-based?

24. Becoming deeply reflective
• Descriptive writing often considers what happened
from one point of view.
• Being more deeply reflective you start to consider
other people’s perspectives; become more aware.
• What can be learned from the event?
• What is needed to develop, change or move on?
• Reflection is dynamic, drawing on the past, considering
the present situation, looking to the future.
• How can any changes be achieved? What impact might
those changes have?
• What have you/will you put in place to make the
changes?
Copyright - Barbara Sen

25. Tools to support your reflective
practice as teachers
• Jenny Moon’s model of
reflection to increase the depth
of your reflection
• IBL pedagogic planner to help
reflect on different aspects of
teaching through inquiry and aid
in future planning

26. Further reading
• Chapman, M. (2008) Reflective writing. In. (Watson, M.) Building your
portfolio: The CILIP guide. London: Facet.
• Grant.M.J (2007) The role of reflection in the library and information
sector: a systematic review. HILJ, 24 (3) 155-166
• Jacobs, H.L.M (2008) Perspectives on information literacy and
reflective pedagogical praxis. The Journal of Academic Librarianship.
34 (3) 256-262
• McKinney, P & Sen, B (2012) Reflection for learning: Understanding
the value of reflective writing. Journal of Information Literacy. 6 (2)
URL: jil.lboro.ac.uk/ojs/index.php/JIL/article/download/LLC-V6-
I2.../1726
• Moon, J. (2007) Getting the measure of reflection. Journal of
Radiotherapy. 6, 191-200.
• SchÖn (1983) The reflective practitioner. Basic Books New York.
• Sen, B. (2010) Reflective writing: A management skill. Library
Management. (1/2) 79-93.
Copyright - Barbara Sen