Slides highlighting key points in McKinney and Sen (2012)


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Slides prepared to introduce this paper for an online journal club discussion, taking place on 13th February 2013 at
The article reference is:
McKinney, P., and Sen, B. (2012). Reflection for learning: understanding the value of reflective writing for information literacy development. Journal of Information Literacy, 6(2),

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Slides highlighting key points in McKinney and Sen (2012)

  1. 1. McKinney, P., and Sen, B. (2012). Reflection for learning: understanding the value of reflective writing for information literacy development. Journal of Information Literacy, 6(2), icle/view/LLC-V6-I2-2012-5 Slides highlighting some key points by Sheila Webber For Journal Club, 13th February 2013 13th-february-ilread.html
  2. 2. “This research aims to explore the relationship between reflective writing and IL development through a qualitative analysis of students’ reflective writing. The objectives for this research are:• “To map reflective comments made by students onto the IL landscape to understand where students feel IL development has occurred• “To investigate how deeply reflective students have been on the aspects of IL expressed in the Seven Pillars model• “To investigate the extent to which module learning outcomes related to IL development have been met• “To investigate the value of the Seven Pillars model as a tool for supporting teaching and learning in IL” (p113)
  3. 3. Context• Final year undergraduate Business Intelligence module• Inquiry Based Learning approach• Assessment: (i) group project addressing a business intelligence problem posed by a real life business; (ii) individual reflections on IL in carrying out the work, structured using the SCONUL 7 Pillars model, & on work of group• Students are supported in reflective writing e.g. given practice, advice
  4. 4. Literature review• Authors justify use of reflective writing, and give examples from the literature inc. IL literature• They briefly explain the SEA-Change model• Concludes “This review has demonstrated that there is an established relationship between reflection and learning that has value for both students and teachers. This relationship can be exploited for mutual benefit in the teaching of IL skills.” (p116)
  5. 5. Study details• 9 Students (8 male, 1 female; 7 home, 2 international)• Analysed their reflective IL reports 1. Mapped reflections to the SCONUL 7 Pillars of Information Literacy 2. Categorised depth of reflection, using Moon’s 4 levels i.e. 1. Descriptive writing with little reflection; 2. Descriptive writing with some reflection; 3. Reflective writing showing some analysis and self questioning; 4. Reflective writing showing clear evidence of standing back and learning 3. Mapped against the learning outcomes for the module
  6. 6. 7 Pillars analysis • Looked for evidence of skills and understanding in each Pillar – Evidence of skills did not always marry up with reflections indicating understanding • Depict level of reflection + number of comments 4 1For this pillar 5 reflectivestatements were identified, 2at level one, 2 at level 3 and 3 Pillar xone at level 4 1 3
  7. 7. A few selected findings• Found the 7 Pillars model + Moon’s reflective model useful for analysing reflective writing• One module can’t address all elements of all Pillars; important to map them across a whole course• “One “understanding” of IL revealed by the data was that IL needs can change over time as a research project progresses and in the light of information found. This is not currently expressed in the Seven Pillars model but could be inserted if the model is revised.” (p.125)• “In a numbers of cases students demonstrated that they had a certain level of competency, e.g. that they could apply suitable evaluation criteria to a piece of information; without reflecting very deeply on it. So if it isn’t the level of competency that stimulates reflection, what does stimulate deep reflection?” (p. 126) e.g. is it what they find interesting or stimulating?
  8. 8. • Mapping exercise also useful for educators in identifying extent to which learning outcomes had been met (so enabling better redesign of learning and teaching): reflective practice in teaching
  9. 9. • Diagram showing relationship between 4 concepts: “we have identified a need to make it more explicit to students that their reflective writing helps us to be reflective practitioners” (p127) Reflection Deeper Learning Inquiry Information Literacy• “Reflective writing assessments are appropriate for inquiry- based learning and constructivist pedagogies more generally and can stimulate deeper learning in students.” (p128)
  10. 10. Selected key references• Moon, J. (2007). Getting the measure of reflection: Considering matters of definition and depth. Journal of Radiotherapy in Practice, 6 (4), 191-200.• Moon, J. (2001). PDP working paper 4: Reflection in Higher Education learning. York: Learning and Teaching Support Network. development/students/resources/pgwt/reflectivepractice.pdf• Sen, B. and Ford, N. (2009). Developing reflective practice in LIS education: the SEA-change model of reflection. Education for Information, 27(4),181-195.• SCONUL. (2011). The SCONUL Seven Pillars of Information Literacy: Core model for higher education. London: SCONUL. del.pdf