Teaching the next generation of IL educators: reflection for learning

Teaching the next generation of IL
educators: reflection for learning
Pamela McKinney
p.mckinney@sheffield.ac.uk
@ischoolpam
Sheila Webber
s.webber@sheffield.ac.uk
@sheilayoshikawa

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
Pamela McKinney and Sheila Webber, 2018

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.

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

The Teaching-
Learning
Environment
Entwistle et al.
(2004: 3)

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

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

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

1. Reflecting on IL and IB
• Using Erdelez’s (1999) research into information
encountering to encourage reflection on “bumping
into” information

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?

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”

3. Reflecting on approaches to
study
• The Revised Approaches to Study Inventory –
52 item questionnaire

3. Reflecting on approaches to
study
• The VARK questionnaire: Visual, Aural, Read/Write
Kinesthetic
PamelaMcKinneyandSheilaWebber,2018

• Prosser & Trigwell’s (1999) Approaches to Teaching
Inventory

• 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

• 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.

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

The Teaching-
Learning
Environment
Entwistle et al.
(2004: 3)
Could this
framework
support
your own
reflective
practice as
an IL
educator?

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

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. http://www.ed.ac.uk/etl/docs/Brugge2004.pdf
• 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 http://www.asis.org/Bulletin/Feb-99/erdelez.html
• Meyer, J & Land, R (2003) “Threshold concepts and troublesome knowledge: Linkages to
ways of thinking and practising within disciplines.
http://www.etl.tla.ed.ac.uk//docs/ETLreport4.pdf
• 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
http://www.slideshare.net/EmilyWheeler/teaching-or-training
• 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

Teaching the next generation of IL educators: reflection for learning

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