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Reflective Teaching: Improving Library Instruction Through Self-Reflection

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Increasingly, the role of librarians in higher education is shifting from primarily librarian-as-expert to include librarian-as-educator. As a result, academic librarians with a wide variety of job titles are finding themselves contributing to the instructional services of their library. Even those librarians who have instruction as a principal responsibility may have little to no training or experience in instruction when they begin teaching students in one-shot or credit-bearing instruction situations. One way librarians can make concrete, positive changes to their instruction skills without a formal instruction training program is by engaging in reflective practices about their teaching decisions.

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Reflective Teaching: Improving Library Instruction Through Self-Reflection

  1. 1. Mandi Goodsett Performing Arts & Humanities Librarian Cleveland State University REFLECTIVE TEACHING: IMPROVING LIBRARY INSTRUCTION THROUGH SELF-REFLECTION
  2. 2. Think back to the best teacher you ever had. What qualities made that teacher so effective?
  3. 3. Now think back to the worst teacher you ever had. What qualities did that teacher have that made it difficult to learn from him or her?
  4. 4. Low cost Low time- commitment Complex situations WHY REFLECT?
  5. 5. Low cost Low time- commitment Complex situations “Survival Stage” WHY REFLECT?
  6. 6. JOURNALING
  7. 7. What worked in this lesson? How do I know? What would I do the same or differently if I could reteach this lesson? Why? What do I believe about how students learn? How does this belief influence my instruction? REGULAR REFLECTION
  8. 8. VIDEO-RECORDING
  9. 9. Better than relying on memory Allows for more flexible reflection Stronger focus in reflection on students and pedagogical aspects of teaching WHY VIDEO-RECORD MY TEACHING?
  10. 10. PEER FEEDBACK
  11. 11. CRITICAL FRIENDSHIP Critical + Friend
  12. 12. Mandi Goodsett a.goodsett@ csuohio.edu QUESTIONS?
  13. 13. C o r n i s h , L i n l e y a n d J e n k i n s , K a t h y A n n . “ E n c o u r a g i n g T e a c h e r D e v e l o p m e n t T h r o u g h E m b e d d i n g R e f l e c t i v e P r a c t i c e i n A s s e s s m e n t , ” A s i a - P a c i f i c J o u r n a l o f T e a c h e r E d u c a t i o n 4 0 ( 2 0 1 2 ) : 1 5 9 - 1 7 0 . A c c e s s e d A p r i l 1 4 , 2 0 1 4 . d o i : 1 0 . 1 0 8 0 / 1 3 5 9 8 6 6 X . 2 0 1 2 . 6 6 9 8 2 5 C o s t a , A r t h u r L . a n d K a l l i c k , B e n a . “ T h r o u g h t h e L e n s o f a C r i t i c a l F r i e n d , ” E d u c a t i o n a l L e a d e r s h i p 5 1 ( 1 9 9 3 ) : 4 9 - 5 1 . A c c e s s e d S e p t e m b e r 2 8 , 2 0 1 3 . D a n i e l s o n , L a n a M . “ F o s t e r i n g R e f l e c t i o n , ” E d u c a t i o n a l L e a d e r s h i p 6 6 ( 2 0 0 9 ) : 1 - 5 . A c c e s s e d A p r i l 1 4 , 2 0 1 4 . D e w e y , J o h n . H o w W e T h i n k : A R e s t a t e m e n t o f t h e R e l a t i o n o f R e f l e c t i v e T h i n k i n g t o t h e E d u c a t i v e P r o c e s s . N e w Y o r k : D . C . H e a t h , 1 9 3 3 . D i n k e l m a n , T o d d . “ S e l f - S t u d y i n T e a c h e r E d u c a t i o n : A M e a n s a n d E n d s T o o l f o r P r o m o t i n g R e f l e c t i v e T e a c h i n g , ” J o u r n a l o f T e a c h e r E d u c a t i o n 5 4 ( 2 0 0 3 ) : 6 - 1 8 . A c c e s s e d S e p t e m b e r 2 8 , 2 0 1 3 . d o i : 1 0 . 1 1 7 7 / 0 0 2 2 4 8 7 1 0 2 2 3 8 6 5 4 . H a l l , R u s s e l l A . “ B e y o n d t h e J o b A d : E m p l o y e r s a n d L i b r a r y I n s t r u c t i o n , ” C o l l e g e & R e s e a r c h L i b r a r i e s 7 4 ( 2 0 1 3 ) : 2 4 - 3 7 . A c c e s s e d A p r i l 2 2 , 2 0 1 4 . H o l t , A b b y . “ L e a r n i n g t o T e a c h : I n s t i t u t e f o r I n f o r m a t i o n L i t e r a c y , I m m e r s i o n 2 0 0 2 , ” A r k a n s a s L i b r a r i e s 5 9 ( 2 0 0 2 ) : 1 0 - 1 1 . A c c e s s e d A p r i l 2 2 , 2 0 1 4 . M c C u l l a g h , J o h n F . “ H o w C a n V i d e o S u p p o r t e d R e f l e c t i o n E n h a n c e T e a c h e r s ’ P r o f e s s i o n a l D e v e l o p m e n t ? ” C u l t u r a l S t u d i e s o f S c i e n c e E d u c a t i o n 7 ( 2 0 1 2 ) : 1 3 7 - 1 5 2 . A c c e s s e d A p r i l 1 4 , 2 0 1 4 . d o i : 1 0 . 1 0 0 7 / s 1 1 4 2 2 - 0 1 2 - 9 3 9 6 - 0 Ö z e k , Y v o n n e H u l t m a n , E d g r e n , G u d r u n , a n d J a n d é r , K a t a r i n a . “ I m p l e m e n t i n g t h e C r i t i c a l F r i e n d M e t h o d f o r P e e r F e e d b a c k a m o n g T e a c h i n g L i b r a r i a n s i n a n A c a d e m i c S e t t i n g , ” E v i d e n c e B a s e d L i b r a r y a n d I n f o r m a t i o n P r a c t i c e 7 ( 2 0 1 2 ) : 6 8 - 8 1 . A c c e s s e d A p r i l 1 4 , 2 0 1 4 . R o s a e n , C h e r y l L . , L u n d e b e r g , M a r y , C o o p e r , M a r j o r i e , F r i t z e n , A n n y , a n d T e r p s t r a , M a r j o r i e . “ N o t i c i n g N o t i c i n g : H o w D o e s I n v e s t i g a t i o n o f V i d e o R e c o r d s C h a n g e H o w T e a c h e r s R e f l e c t o n T h e i r E x p e r i e n c e s ? ” J o u r n a l o f T e a c h e r E d u c a t i o n 5 9 ( 2 0 0 8 ) : 3 4 7 - 3 5 9 . A c c e s s e d A p r i l 1 8 , 2 0 1 4 . d o i : 1 0 . 1 1 7 7 / 0 0 2 2 4 8 7 1 0 8 3 2 2 1 2 8 S c h u c k , S a n d y a n d R u s s e l l , T o m . “ S e l f- S t u d y , C r i t i c a l F r i e n d s h i p , a n d t h e C o m p l e x i t i e s o f T e a c h e r E d u c a t i o n , ” S t u d y i n g T e a c h e r E d u c a t i o n 1 ( 2 0 0 5 ) : 1 0 7 - 1 2 1 . A c c e s s e d S e p t e m b e r 2 8 , 2 0 1 3 . d o i : 1 0 . 1 0 8 0 / 1 7 4 2 5 9 6 0 5 0 0 2 8 8 2 9 1 . SOURCES

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