Exporting Methodologies: The Reflective Approach in Teacher Training

A Critical Praxis in the Information Literacy Education Classroom Using the ACRL Framework for Information Literacy for Higher Education

“…Moreover, our rapidly changing information landscape has transformed the ways in which assessments are designed, as most of the types of assessments that were being used over the years have been aimed at supporting the Standards [7]. According to Halbach [10] and Whitlock and Nanavati [9] it is important to differentiate between the categories of assessments: the librarian could evaluate students during the course of the lesson and while the learning activity is taking place (formative), or assess them at the end of the activity (summative). Common forms of assessment are multiple choice tests (objective), testing search strategies or techniques in class (performative) and assessing what students can do in a real-world context (authentic).…”

“…Online discussion boards, for instance, are commonly used in information literacy training as they allow the learner to reflect on content by way of "individualistic critical thought" [8, p. 6]. Halbach [10] concurs with Anderson [8] by stating that students' reflection often describe their own perception of the course and the issues that they find challenging. The skill of critical reflection is congruent with the Framework's concept of Authority is Constructed and Contextual where students should be able to "acknowledge that they are developing their own authoritative voices in a particular area…" [1, p. 4] through questioning and seeking solutions.…”

“…As Halbach [10] postulates, the significance of reflection is to assist the student with making the transition between understanding the lecture content and application thereof in debate and discussions. Furthermore, the Framework reinforces the core ideas of metaliteracy which encompass "metacognition or critical self-reflection" [1, p. 3].…”

Exploring MATESOL student ‘resistance’ to reflection

“…Reflective teaching can be seen as actively thinking about but also responding to what is happening in your classroom. Halbach (2002) found in her research that teachers' reflective journal entries were of three types: summarizing, exemplifying and commenting. Amobi (2005) discussed a four-category framework for analysing reflectivity.…”

On the Communicative Functions of Context in Foreign Language Education

“…A listener, when appropriately trained in the discovery of one, or more of the clues mentioned above, will undoubtedly find it easier to approach, select and correctly follow the context of a sentence or text 3 . However, a situation deduced not only by Bernstein (1971), and later elaborated by Polok (2018), but also by a number of other researchers (Baker,1997;Cummins,1984;Acton,1979, Halbach, 2003, Cummins, 2008, Garside, 2019, states that in many cases the context of such spoken sentences/texts is reduced, whereas in some others more developed. In other words, what clearly marks context visibility in spoken texts (assuming that the level of context visibility in written, unillustrated texts is almost always the same) is not only the type of text itself, but also the conditions in which the said text is presented to its receivers.…”