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Teaching the next generation of IL educators: reflection for learning - McKinney & Webber


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Presented at LILAC 2018

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Teaching the next generation of IL educators: reflection for learning - McKinney & Webber

  1. 1. Teaching the next generation of IL educators: reflection for learning Pamela McKinney @ischoolpam Sheila Webber @sheilayoshikawa
  2. 2. Contents • The module context • Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice • Reflective tasks in the modules • The reflective assignments • Being a reflective IL teacher
  3. 3. The “Information Literacy” modules • Face-to-Face (F2F) and Distance Learning (DL course new in 2015) running in tandem • Learning aims: • understand from both theoretical and practical perspectives the concepts of information literacy and information behaviour; • develop their own information literacy and understanding of its application to their future lives; • compare different approaches to teaching and demonstrate awareness of implications for adopting different approaches to teaching and learning; • understand how the information environment is evolving, including both traditional and new media, and the implications for citizens’ information literacy; and • develop practical skills in searching, evaluating and presenting information.
  4. 4. The development of the Teaching and Learning Enhancement (TLE) model • ETL project “Enhancing teaching-learning environments in Undergraduate Courses” • 5 case studies in different disciplinary areas • Gathered multi-institutional data and used multiple data collection methods – from students and from staff • This research also led to the development of “threshold concepts” used in creating the ACRL framework for IL
  5. 5. The Teaching- Learning Environment Entwistle et al. (2004: 3)
  6. 6. Plan (another year...) Reflect Observe Act (delivery) Plan (setting aims; course design) Teacher’s observation in of teaching Student reflection in assignments Student evaluations Teacher’s discussion with co- teachers & others Informal student feedback Interviews with 3 students: transcribed and analysed Discussion fora etc. “reflection in action” Action research In context of TLE McKinneyandWebber,2017
  7. 7. The reflective learning tasks 1. Reflecting on IL and information behavior in specific contexts 2. Reflecting on conceptions and definitions of IL 3. Reflecting on approaches to learning 4. Reflecting on approaches to teaching
  8. 8. 1. Reflecting on IL and IB: Reflect on an experience of finding information • Students asked to identify a specific time when they had searched for information • Asked to identify the different types of sources they used (e.g. google, a family member, a book, going to a physical location) • Share their reflections with the class • Reflect on their post in the light of the theoretical material we covered on “information horizons” • Opportunity for discussion
  9. 9. 1. Reflecting on IL and IB • Using Erdelez’s (1999) research into information encountering to encourage reflection on “bumping into” information
  10. 10. 2. Reflecting on definitions and conceptions of IL • Students contribute their definition of IL to a virtual noticeboard (Padlet) - these are revisited later in the module • Work in groups to reflect on their past experiences of IL while learning and while at work • Critique the 7 pillars model: identify positive & negative features. What is problematic with the model?
  11. 11. 2. Reflecting on definitions and conceptions of IL • Critically reflect on an existing online IL tutorial using Sundin’s (2008) approaches to teaching information literacy • “Practical implications: A reflective awareness of different approaches to information literacy is important for both researchers and LIS practitioners, since the approaches that come into play have practical consequences for the operation of user education”
  12. 12. 3. Reflecting on approaches to study • The Revised Approaches to Study Inventory – 52 item questionnaire
  13. 13. 3. Reflecting on approaches to study • The VARK questionnaire: Visual, Aural, Read/Write Kinesthetic
  14. 14. 4. Reflecting on approaches to teaching • Prosser & Trigwell’s (1999) Approaches to Teaching Inventory
  15. 15. 4. Reflecting on approaches to teaching • Wheeler and McKinney (2015): librarians’ conceptions of themselves as teachers I teach I do not teach I am a teacher Teacher- librarian. I am a teacher AND I do the same teaching as other teachers Learning support. I am a teacher BUT my teaching is not the same as other teachers I am not a teacher Librarian who teaches. I am not a teacher BUT I do some teaching Trainer. I am not a teacher AND I don’t teach
  16. 16. • Assignment 1: create an annotated bibliography on a topic negotiated with a tutor and reflect on how personal IL has been developed through this activity. • Assignment 2: Work in a group to design an IL learning intervention (not assessed). Critically reflect on the experience of designing and delivering IL teaching and their personal development as teachers.
  17. 17. Support for reflection • Lecture on reflection covering key concepts and models • Workshop on reflecting on teaching practice • Resources on models of reflection, vocabulary guide, examples of reflective writing & example of a previously submitted coursework • Incorporating our (teacher) reflections into interactions with the classes
  18. 18. The Teaching- Learning Environment Entwistle et al. (2004: 3) Could this framework support your own reflective practice as an IL educator?
  19. 19. Conclusions Reflection and reflective practice can be embedded into many activities, and benefit both students and staff • Reflection on multiple aspects of the module (own experience of using IL and IB; definitions & conceptions of IL; approaches to learning; approaches to teaching • Reflections are points of departure for discussions with peers • Reflective assignments give value to reflective writing & give valuable insights into students’ experiences • Teaching students about reflection has encouraged us to be reflective educators (Webber & McKinney, in press) • Many reflective activities could be carried out with students from any discipline
  20. 20. Thanks for listening Any questions?
  21. 21. References • Entwistle, N. J. & Tait, H. (1994). The Revised Approaches to Studying Inventory. Edinburgh: Centre for Research into Learning and Instruction, University of Edinburgh. • Entwistle, N., Nisbet, J. and Bromage, A. (2004). Teaching-learning environments and student learning in electronic engineering: paper presented at Third Workshop of the European Network on Powerful Learning Environments, in Brugge, September 30 – October 2, 2004. • Erdelez, S. (1999). Information encountering: it's more than just bumping into information. Bulletin of the American Society for Information Science, 25(3), 25-29. Retrieved from • Meyer, J & Land, R (2003) “Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within disciplines. • Prosser, M. and Trigwell, K. (1999). Understanding teaching and learning. Buckingham, England: Open University Press. • Wheeler, E. (2015). Teaching or Training? Academic librarians’ conceptions of their IL teaching. Retrieved 4 October 2015 from • Webber, S. & McKinney, P. (in press) Using a model of the Teaching-Learning Environment as part of reflective practice in Belanger, J. et al. (eds) The Grounded Instruction Librarian: Participating in the Scholarship of Teaching and Learning