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ANCIL and the reflexive practitioner - Secker & Coonan

Presented at LILAC 2018

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ANCIL and the reflexive practitioner - Secker & Coonan

  1. 1. ANCIL AND THE REFLEXIVE PRACTITIONER Jane Secker City, University of London Emma Coonan Anglia Ruskin University
  2. 2. ORIGINS OF ANCIL  Develop a revolutionary curriculum for IL in a digital age  Map the current landscape of IL  Expert consultation: not just what should be taught, but how Temple to Apollo, Zoe52 CC BY-NC-SA 2.0
  3. 3. Secker & Coonan,
  4. 4. ARE LIBRARIANS TEACHERS? Wheeler & McKinney, 2016
  6. 6. OVER TO YOU …
  7. 7. MAPPING YOUR TEACHING: THE BIG PICTURE Victorian mindmapped man LukePDQ, CC BY-NC-SA 2.0
  8. 8.  What are you teaching in your sessions?  How does it align with the ANCIL strands?  What are you not teaching, and why?
  10. 10.  How are your students learning?  Are you telling them what to do …  Or teaching them to think?
  12. 12. CONSTRUCTIVE ALIGNMENT Biggs & Tang, 2011 Assessment method Learning activities Intended learning outcomes
  13. 13. THEORIES ESPOUSED VS. THEORIES-IN-USE Argyris & Schon, 1974 I’m a huge fan of active learning
  14. 14. MINDFULNESS AND MOMENTS OF DISCOMFORT Reflexivity is not to be confused with reflection. We often reflect on our teaching, and we ask students to reflect on their learning. Reflection is a wonderful tool. It is, though, a tool for “after the fact.” We reflect at the end of an assignment or at the end of a course. We identify what we learned and how we can possibly do differently next time. Reflexivity, on the other hand, is to engage in the moment, to understand the thoughts and feelings of an experience while experiencing that experience. Hara, Billie (2010) Reflexive Pedagogy. The Chronicle of Higher Education. er/reflexive-pedagogy/22939
  15. 15. REFERENCES ACRL Student Learning and Information Committee (2017) Global Perspectives on Information Literacy: Fostering A Dialogue for International Understanding. Argyris, C. & Schon, D. (1974) Theory In Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass Biggs, J. & Tang, C. (2011) Teaching For Quality Learning in Higher Education: What the Student Does. Maidenhead: Open University Press McCluskey, C. (2011) Creating information literacy partnerships in higher education. Library and Information Research 35(111), 59-72 Wheeler, E. & McKinney, P. (2015) Are librarians teachers? Investigating academic librarians' perceptions of their own teaching roles. Journal of Information LIteracy 9(2), 111-128 Cover image: Tulip stair at the Queens House Greenwich by mcginnley, (CC BY-SA 2.0)
  16. 16. READING Boud, D., Keogh, R. & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey- Bass Gibb, G. (1988) Learning by Doing: A guide to teaching and learning methods. London: Further Education Unit Moon, J. (2005) Guide for Busy Academics No.4. Learning Through Reflection. York: Higher Education Academy Schon, D. (1987) Educating The Reflective Practitioner. San Francisco: Jossey-Bass
  17. 17. Jane Secker | @jsecker Emma Coonan | @LibGoddess All ANCIL resources are CC-licensed and free to download at