Reflective practice in the library and information sector

Greenall, Judith; Sen, Barbara

doi:10.1177/0961000614551450

Cited by 12 publications

(8 citation statements)

References 48 publications

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“…Boud [17] states ÒReflection involves learners processing their experiences in a wide range of ways, exploring their understanding of what they are doing, why they are doing it and the impact it has on themselves and othersÉ.reflection is intrinsic to learningÓ (p. 23). There is a strong tradition of both reflective assignments and pedagogical research in reflection in the Information School [18]Ð [20] This has led to a well-developed support structure featuring a reflective writing workshop for the students where they have the opportunity to learn reflective theory. As part of the workshop students have the opportunity to practice reflective writing and receive peer feedback.…”

Section: Reflective Writingmentioning

confidence: 99%

The use of technology in group-work: A situational analysis of students' reflective writing

McKinney¹,

Sen²

2016

EFI

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Article ReuseUnless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. 1The use of technology in group-work: a Situational Analysis of studentsÕ reflective writing. AbstractGroup work is a powerful constructivist pedagogy for facilitating studentsÕ personal and professional development, but it can be difficult for students to work together in an academic context. The assessed reflective writings of undergraduate students studying Information Implications for educators in supporting group work are identified.

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Section: Reflective Writingmentioning

confidence: 99%

The use of technology in group-work: A situational analysis of students' reflective writing

McKinney¹,

Sen²

2016

EFI

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“…McCorquodale advises: "Value yourself enough to take time to reflect on your practice" [44]. One of the most common factors identified as a barrier to engaging in reflection is lack of time [45,46]. Everyone leads busy lives, and scheduling time for reflection is the first step to incorporating reflective practice into work life.…”

Section: Find Timementioning

confidence: 99%

Elevation through reflection: closing the circle to improve librarianship

Miller

Ford

Yang³

2020

jmla

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Reflective practice is a strategy promoted as a way to improve professional performance and to develop expertise. Intentional reflection on work situations can lead to improved understanding of a specific situation, identify strategies for similar situations in the future, and uncover assumptions that hinder service to patrons. Research has identified lack of knowledge to be a barrier to health sciences librarians engaging in reflective practice. This article introduces the use of intentional reflection at work: what it is, how it helps, and how it can be applied in librarianship. It also provides practical advice on how to choose a format, how to use a model to guide reflection, and how to incorporate it into work.

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“…However, evidence of serious commitment to reflective practice in the field is limited, and several commentators question whether library and information professionals are sufficiently engaged with reflection, also arguing that they graduate from professional education programs with inadequate preparation for roles as reflective teachers and learning facilitators (Doherty, 2005;Jacobs, 2008;McGuinness, 2011;Reale, 2017). Others call for wider discussion and fuller articulation of strategies for doing reflection and becoming reflective, or point to a need for cultural changeor at least more supportin library workplaces, to make reflection an integral part of regular reviews at individual, departmental, and organizational level (Greenall & Sen, 2016;Koufogiannakis, 2010).…”

Section: Implications For Research and Practicementioning

confidence: 99%

“…Research also indicates a need for further guidance and/or tailored training to help practitioners identify methodologies, techniques and tools to suit their particular circumstances and fit their personal preferences or ways of working (Greenall & Sen, 2016). Michelle Reale's (2017) book offers the most comprehensive introduction to reflection for librarians to date; she has given us a good starter text, especially for people already working in the field, but it arguably still leaves a gap for a handbook providing more in-depth treatment of the subject in our professional context, with wider application beyond the information professional's role in teaching and learning that could serve as both a learning resource and reference work for novice and seasoned practitioners.…”

Section: Implications For Research and Practicementioning

confidence: 99%

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Corrall

2017

JIL

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Do we think enough about what we are doing as information literacy practitioners? The relationship between reflection and information literacy development is well documented in academic and professional literature, particularly in the context of teaching librarians using reflective activities to enable learners to think critically about their information literacy abilities. Parallel literature from education and other fields has promoted the concept of the reflective or thinking practitioner. Drawing on literature and theory from various domains, we review the concepts of reflection and reflective practice, and discuss their application and take-up in library and information work, with particular reference to the teaching role of librarians in the context of developments in critical information literacy. Our review suggests that reflective practice is generally recognised as an important dimension of library and information work, but is currently underdeveloped in comparsion with other professions. Using terminology and theory from the pedagogical arena, we contend that critical reflection needs to be elevated to the special status of a threshold competence for library and information professionals generally and for information literacy practitioners in particular. We also argue that our profession needs purpose-designed domain-specific advice and guidance on reflective practice, to support initial and continuing education of library and information workers, and we conclude by identifying areas where further research is required to clarify the role of reflection in library and information research and evaluation, to explore existing approaches to reflection in professional education programs, and test the transferability of reflective methods used in other professional domains.

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Reflective practice in the library and information sector

Cited by 12 publications

References 48 publications

The use of technology in group-work: A situational analysis of students' reflective writing

The use of technology in group-work: A situational analysis of students' reflective writing

Elevation through reflection: closing the circle to improve librarianship

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