Crossing the Threshold: Reflective Practice in Information ...d-scholarship.pitt.edu/28240/1/Corrall_LOEX_2016.pdf · critically reflective practitioner? Models of reﬂec4on and

Crossing the Threshold: Reflective Practice in Information Literacy Development

Sheila Corrall Professor & Chair LIS Program [email protected]

Learning from the Past, Building for the Future Friday, May 6, 2016

Information Culture & Data Stewardship

Crossing the threshold

Reflective practice in information literacy development Dowethinkenoughaboutwhatwearedoingasprac44oners?

Wheredoesreflec4onfitinourinforma4onliteracyprac4ces?

Whatdoesitreallymeantobeacri4callyreflec4veprac44oner?

Outline •  Se@ngthecontext

–  Trendsintechnology,pedagogy,literacy,andmore

•  Toolsofthetrade–  Modelsofreflec4onand

examplesofapplica4ons

•  Professionalcompetence–  Analterna4veframeworkfor

thenetworkworldØ  Cri4calreflec4onasa

“thresholdcompetence”


•  Rapiddevelopmentandconvergenceofdigitaltechnologiesincludingnewdevices,formats,andstandardsàrequirescon4nuouslearningforlibrariansandendusers

•  Massivegrowthinnon-specialistinterac4onwithinforma4onincludingcontentproduc4on,sharing,andtaggingàrequiresmorespecializedworkforlibrarianstoaddvalue

•  Evolu4onofthenetworksocietyaspar4cipatorycultureincludingopensystems,socialmedia,andprivacyissuesà requiresmakerspaces/collaboratories,andcapacityto

engagewithonlinecommuni4esandlegal/ethicalissues

“growthindepth,sophis4ca4onandcomplexityoflibraryservices”(Shumaker&Talley,2009,p.9)

Library and information trends


Blended librarianship “...anacademiclibrarianwhocombinesthetradi4onalskillsetoflibrarianshipwiththeinforma4ontechnologist’shardware/soYwareskills,andtheinstruc4onaloreduca4onaldesigner’sabilitytoapplytechnologyappropriatelyintheteaching-learningprocess.”

Ablueprintforredefiningtheteachingandlearningroleofacademiclibrarians(Bell&Shank,2004,p.273)

T-shapedpeople

“Theyhaveaprincipalskill(thever4callegoftheT),buttheyaresoempathe4c,orunderstandingofusers’needsorsitua4on,theycanbranchoutintootherskills(thetopoftheT)anddothemaswell.”

(Bell&Shank,2007,pp.9-10)

Hybrid and Blended

Specialist Roles

LibraryandInforma4onScience

“Contentexperts”

Informa4onTechnologyand

Media“Conduitexperts”

AcademicandProfessionalDisciplines

“Contextexperts”

KnowledgeManagement

Lawyer

Biocurator

ClinicalLibrarian

RepositoryManager

Instruc4onalTechnologist

Informa3onist

(Corrall&Lester,1996;Corrall,2008;Corrall&Cox,2008;Corrall,2010)

ChiefInforma4onOfficer

DataScien4st

Information Specialists in Context


Participatory culture “Apar4cipatorycultureisaculturewithrela4velylowbarrierstoar4s4cexpressionandcivicengagement,strongsupportforcrea4ngandsharingone’screa4ons,andsometypeofinformalmentorshipwherebywhatisknownbythemostexperiencedispassedalongtonovices.Apar4cipatorycultureisalsooneinwhichmembersbelievetheircontribu4onsmager,andfeelsomedegreeofsocialconnec4onwithoneanother(attheleasttheycarewhatotherpeoplethinkaboutwhattheyhavecreated).”

(Jenkinsetal.,2006,p.3)

PhaseOne.Emergence(1985-1993)

PhaseTwo.WakinguptotheWeb(1994-1998)

PhaseThree.Push-bugonPublishing(1999-2004)

PhaseFour.UbiquitousConnec4ons(2005-2011)

(Delwiche&JacobsHenderson,2013,pp.4-7)


Participatory librarianship “Par4cipatorylibrarianshiprecastslibraryandlibraryprac4ceusingthefundamentalconceptthatknowledgeiscreatedthroughconversa4on.Librariesareintheknowledgebusiness,thereforelibrariesareintheconversa4onbusiness.Par4cipatorylibrariansapproachtheirworkasfacilitatorsofconversa4on.Beitinprac4ce,policies,programsand/ortools,par4cipatorylibrariansseektoenrich,capture,storeanddisseminatetheconversa4onsoftheircommuni4es”(Informa4onIns4tuteofSyracuse&ALAOfficeforITPolicy,n.d.)

Four methods of facilitation Access–toar4factsof

conversa4on(e.g.,books,journalar4cles)

Knowledge–representedbyinstruc4onandevalua4onoflearning

Environment(e.g.,privacyandfilteringpolicies)

Mo3va3on–includingmarke4ngandoutreach

(Lankes,2010,p.65)


Teaching and learning trends •  Inquiry-basedandproblem-basedlearning

•  Collabora4velearning•  Technology-enrichedlearningspaces/collaboratories•  e-Learningandonlineeduca4on•  Blendedlearning•  Peerassessment

•  Self-directedandpersonalizedlearning

What’s new? What’s next?


Innovating pedagogy 2015 Ø  Crossoverlearning–

Connec4ngformalandinformallearning

Ø  Learningthroughargumenta4on–Developingskillsofscien4ficargumenta4on

Ø  Incidentallearning–Harnessingunplannedoruninten4onallearning

Ø  Context-basedlearning–Howcontextshapesandisshapedbytheprocessoflearning

Ø  Computa4onalthinking–Solvingproblemsusingtechniquesfromcompu4ng

Ø  Learningbydoingsciencewithremotelabs–Guidedexperimentsonauthen4cscien4ficequipment

Ø  Embodiedlearning–Makingmindandbodyworktogethertosupportlearning

Ø  Adap4veteaching–Adap4ngcomputer-basedteachingtothelearner’sknowledgeandac4on

Ø  Analy4csofemo4ons–Respondingtotheemo4onalstatesofstudents

Ø  Stealthassessment–Unobtrusiveassessmentoflearningprocesses

(Sharplesetal.,2015)www.open.ac.uk/innova4ng


From Information Literacy vs. Computer Literacy to…

The Other Literacies Proseliteracy

DocumentliteracyQuan4ta4veliteracy

Computerliteracy(Technicalliteracy)ContentliteracyDigitalliteracyICTliteracy

MedialiteracyNetworkliteracyTransi4onliteracy

Transliteracy(Crumpton&Bird,2013,pp.41-43)

Emerging Literacies Academicinforma4onliteracyCri4calinforma4onliteracy

HealthliteracyMetaliteracyMobileliteracyMul4literacies

Mul4modalliteraciesNewmedialiteracy

Visualliteracy

“Theseareexci3ng3mesforinforma3onliteracy”

(Mackey&Jacobson,2014,p.xv)

(Big) Data 2.0 Literacy

?


Reconceptualizing information literacy “Informedlearningisusinginforma4on,crea4velyandreflec3vely,inordertolearn”(Bruce,2008,p.viii)

Ametaliteracyframeworkinformedbymetacogni4onsupportsaself-reflexiveprocessthatincludessuchac4vi4esasjournaling,peerinterac4on,collabora4veproblemsolving,andtheuseofsocialmediatoolsfortheoriginaldevelopmentofideasandtocon3nuouslyreflectonone’sowneduca4on”(Mackey&Jacobson,2014,p.28)

“Thesetofintegratedabili4esencompassingthereflec3vediscoveryofinforma4on,theunderstandingofhowinforma4onisproducedandvalued,andtheuseofinforma4onincrea4ngnewknowledgeandpar4cipa4ngethicallyincommuni4esoflearning.”(ACRL,2015/2016)


The information literacy landscape

AcademicliteraciesLearningdevelopment

NewliteraciesMul4modallearning

Informa3onliteracyCri4calthinkingandevalua4on

MedialiteracyCri4caluseofnon-

textualcommunica4onformats

DigitalliteracyEthicsande-safety

Computerliteracyandfunc4onalskills

Transliteracies

Searchskills

Cri4calanalysis

Studyskillsandacademic

wri4ng

(Secker&Coonan,2013,p.XXII)

ANewCurriculumforInforma4onLiteracy


Information literacy education •  Reflec4onforegroundedasakeyelement

–  Informedlearning,ANCIL,Metaliteracy,ACRLframework

•  Reflec4veexercises/prac4ces–  Cri4calincidentques4onnaires–  Reflec4vediaries–  Researchjournals–  Reflec4vepapers–  Reflec4vewri4ng–  Researchlogs–  Researchporsolios

Ø Educating reflective practitioners?


Librarians as teachers Instruc4onalliteracyframework§  Reflective practice §  Educational theory §  Teaching technologies §  Instructional design

“Reflec4veprac4ceisana@tudeofconstruc4veself-awarenessduringtheteachingprocess”

(Booth,2010,p.42)


Instructional literacy (Booth,2010,p.42)§ Reflective practiceistheprocessofunderstandingandshapingyourskillsandabili4esthroughouttheen4reprocess,notjustassessingyourperformanceattheendofaninterac4on.Metacogni4onistheinternalelementofreflec4on,whilecollabora4onisitsexternalelement.§  Educational theoryisevidence-basedinsightintoteachingandlearning,whichconsistsoflearningtheory,instruc4onaltheory,andcurriculumtheory.§  Teaching technologies arethetoolsandmediathatfacilitatelearninginfacetoface,online,andblendedinstruc4on.§ Instructional designisasystema4candlearner-focusedmethodofintegra4ngreflec4on,theory,andtechnologyintotheteachingandtrainingprocess.


Librarians as reflective educators “TheshiYofemphasisfromtrainingtoeduca4ondemandsthatthelibrarianagainsahighlevelofeduca4onalcredibilitybydemonstra4ngsoundpedagogicalknowledgeandreflec3veprac3ce”(Peacock,2001,p.28)

“Cri3calreflec3onisapowerfultoolfortheimprovementofteachingprac4ce.Strategiesincludepersonalreflec3on,planning,observinganddebriefingwithcolleaguesandworkshopdebriefing.”(Lupton,2002,p.82)

“Ifwearegoingtoaddresstheissuesoflibrarians’roleswithineduca4onalendeavorssystemically,we,asadiscipline,needtofosterreflec3ve,cri3calhabitsofmindregardingpedagogicalpraxiswithinourselves,ourlibraries,andourcampuses.”(Jacobs,2008,p.256)


“ampleopportunityforthereadertoreflectontheirownprac3ceandinten4onsforfutureinstruc4on”(Turnbow,2015,p.95)

“Exercisesattheendofeachchapterofferopportuni4esto…reflectonideasandcontent”(Crane,2014)

Learning resources for new LIS professionals

Educating the

reflective practitioner



What does it really mean to be a critically reflective practitioner?

Modelsofreflec4onandexamplesofapplica4on

“Thebestthinganyeduca4oncanbequeathisthehabitofreflec4onandques4oning”

A.C.Grayling,TheGuardian,July22,2000


“Demandforthesolu4onofaperplexityisthesteadyingandguidingfactorintheen4reprocessofreflec4on”

Reflec4onasproblem-solving(Dewey,1910,p.11)

Technicalreflec4on,Prac0calreflec4on,andCri0calreflec4onThreelevelsderivedfromHabermas(VanManen,1977)

‘’Reflec4on-in-ac4on”and“Reflec4on-on-ac4on”Thereflec0veprac00oner(Schön,1983;1987)

•  Conceptoriginatedineduca4onandassociatedwithprofessionaldevelopmentofteachers

•  Adoptedandpromotedinnursingandotherprofessions,includinglibraryandinforma4onfield

Reflection – thought leaders


Types of reflection •  Reflec3on-in-ac3on–prac4cingcri4cally,e.g.,

thinkingabouttheeffec4venessofwhatwearedoing,judgingitssuccessandmakinganychangesneeded,atthesame4measwearedoingit

•  Reflec3on-on-ac3on–aYertheevent,e.g.,thinkingaboutwhatwe(andothers)havedone,evalua4ngitseffec4venessandthinkingabouthowitcouldorshouldhavebeendonedifferently

(Schön,1983;1987;1991)


Levels of reflectivity •  Technicalreflec3on–basedonthescien4ficmethod,and

onra4onaldeduc4vethinking(fitswithevidence-basedprac4ce)–  allowsprac44onerstogenerateandvalidateempirical

knowledgethroughrigorousmeans,sotheycanbeassuredworkproceduresarebasedonscien4ficreasoning

•  Prac3calreflec3on–basedonaninterpre4veparadigm–  leadstointerpreta4onfordescrip4on,clarifica4on,and

explana4onofanincidentinvolvinginterpersonalcommunica4on

•  Emancipatoryreflec3on–interpre4ve,fitswiththecri4cal/transforma4veworldview(richest,butriskiestform)–  facilitates“transforma4veac4on”thatseekstofree

prac44onersfromtaken-for-grantedassump4onsandoppressiveforcesthatlimitthemandtheirprac4ce (Taylor,2000;2004)


Five dimensions of reflection

5reflec4ononthereflec4ononac4on4reflec4ononthedescrip4onofthereflec4on-in-ac4on(reflec4ononac4on)3descrip4onofthereflec4on-in-ac4on2reflec4on-in-ac4on1ac4on

12345

(Brockbank&McGill,2007,p.96)


Four types of writing (Hagon&Smith,1995)

•  Descrip3vewri3ng–Notreflec4ve.Descrip4onofeventsthatoccurred/reportofliterature.Noagempttoprovidereasons/jus4fica4on

•  Descrip3vereflec3on–Notonlyadescrip4onofeventsbutsomeagempttoprovidereasons/jus4fica4onforeventsorac4onsbutinarepor4veordescrip4veway.–  Recogni4onofalternateviewpointsintheresearch/literaturereported

•  Dialogicreflec3on–Demonstratesa“steppingback”fromtheevents/ac4onsleadingtoadifferentlevelofmullingabout,discoursewithselfandexploringtheexperience,events,usingquali4esofjudgmentsandpossiblealterna4vesforexplainingandhypothesizing–  Analy4caland/orintegra4veoffactors.Mayrecognizeinconsistencies.

•  Cri3calreflec3on–Demonstratesanawarenessthatac4onsandeventsarenotonlylocatedin,andexplicableby,referencetomul4pleperspec4vesbutarelocatedin,andinfluencedbymul4plehistorical,andsocio-poli4calcontexts


Five kinds of reflection 1.  Narra4vereflec4on?

Returntoaneventanddescribewhathappened

2.  Percipientreflec4on?Thinkaboutthepercep0onsandreac0onsinvolved

3.  Analy4calreflec4on?Thinkaboutthesitua0onanaly0cally

4.  Evalua4vereflec4on?Evaluatetheexperience

5.  Cri4calreflec4on?Considerimplica0onsforthefuture

(StevensinBrockbank&McGill,2007,pp.126-127)


Kindsofreflec3on Prompts Demands Criteria?1Narra4veReflec4on?

Returntoaneventanddescribewhathappened

•  Whattookplace?Whenandwhere?

•  Whowasinvolved?•  Whatwasdone/said?•  Whatbackgroundinforma4onisrelevant?

Recallobserva0onsSelectandcommunicateConsidertheoverallcontext

Makepurposefulobserva4onsandcommunicatethemeffec4velyIden4fyrelevantcontext(s)

2PercipientReflec4on?

Thinkaboutthepercep0onsandreac0onsinvolved

•  Whatwereyourresponses?

•  Whatwereyouthinkingandfeelingandwhy?

•  Howdidothersrespond?

•  Canyouiden4fydifferentviewpoints,needsorpreferences?

•  Howdotheseaffectthesitua4on?

Beawareofyourownpercep0onsandhabitsBeawareofothers(theirneedsandcharacteris0cs)

Beawareoftheimpactoffeelings,preferencesorprejudicesBeawareoftheinterpre0venatureofexperience

DemonstrateselfawarenessAppreciatetheeffectoffeelings,preferencesandprejudicesonasitua4on

Iden4tyandrespondtodifferentviewpoints,needsandcontribu4onsUnderstandtheinterpre4venatureofexperience

(StevensinBrockbank&McGill,2007,pp.126-127)


Models of reflection from LIS

Recentpast

Distantpast

Non-analy4calreflec4on

Analy4calreflec4on

(Grant,2007,p.157)

Matrix of reflective activity SEA-Change model

SITUATION:Whatistheques4on/problem?

(Triggerforreflec4on)

EVIDENCE:Whatistheevidence?

ACTION:Whatistheanswer?Whatac4onis

needed?

SEA

Cri4calanalysis(Sen&Ford,2009,p.186)


Enhancing reflective and experiential learning •  Learningjournals,diaries,logs,

notebooks,etc.•  Porsolios•  Ac4onlearningsets•  Humaninquirygroups•  Ac4onresearch•  Personaldevelopmentplanning•  Peerandself-assessment•  Problem-basedlearning (Moon,2004)


How we learn from learning journals

•  slowsthepaceoflearning•  canincreasethesenseofownership

oflearning•  acknowledgestheroleofemo3on

inlearning•  giveslearnersanexperienceofdealing

withill-structuredmaterialoflearning•  encouragesmetacogni3on(learning

aboutone’sownprocessoflearning)•  enhanceslearningthroughtheprocessofwri3ng

Journal-writing as a process that accentuates favorable conditions for learning

(Moon,2006)


(MLA,2007)

(CARL,2010)

(FLICC,2011)

(CILIP,2013)

(SLA,2012)

“Yourcorecompetenciesshouldsetyouapart”(Moore,2012,p.18)


Terminology and frameworks Professional

competenciesCorecompetenciesFounda4onal

competenciesFunc4onal

competenciesGenericskillsEnablingcompetenciesTypically6-8categories

brokendowninto30+elements

à12+categoriesandc.100elements


Framing librarianship competencies

Professional

Technical

Essen3alEnablers(bothgenericandcontext-specificskills/knowledge)

SpecialistProfessionalKnowledgeBase–willevolveandexpandover4me

SurvivalSkills(neededbyallprofessionals)

Interpersonal

Personal

Organiza4onal

Managerial

CoreCompetence(necessary,butnotsufficient)

CPD

(Corrall,2005,p.35)


T-shaped, Pi-shaped, and Comb-shaped

“theknowledgeeconomyrequiresalleconomicactorstodevelopasetofcompetencesanddynamiccapabili4estocompletea‘T-shapedknowledge’configura4on,which…includesbothver3calcompetences(I-shapedcompetences)(i.e.,technological,industrialspecializa4on)and‘horizontalcapabili3es’.Thelagerexpressionreferstoboundary-crossingcapaci4es...,orcapabili4esthatalloworstronglysupportconnec4ons/linksofvariouskinds.”(Barileetal.,2015,pp.1180-1181)


Interpersonal

Personal

Organiza4onal

Managerial

ProfessionalCPD

Technical

CoreCompetence

Essen3alEnablers Survival

Skills

RelatedProfessionalCompetencies

Expanding the core into other related

professional domains


Introducing threshold competences “Acoreconceptisaconceptual‘buildingblock’thatprogressesunderstandingofthesubject…butitdoesnotnecessarilyleadtoaqualita4velydifferentviewofsubjectmager.”“Athresholdconcept…representsatransformedwayofunderstanding,orinterpre4ng,orviewingsomethingwithoutwhichthelearnercannotprogress.”(Meyer&Land,2003,pp.1,4)

Acorecompetenceisadefiningagributethatformstheessen4alanduniquefounda4onofaspecificprofessionalfield.Athresholdcompetenceisatransformingagributethatenablestheeffec4veapplica4onofacorecompetenceinthefield,andwhichisessen4alforthecorecompetencetobeusedtofulleffect.Athresholdcompetenceisnotuniquetothefield,butcombineswithcorecompetencestoformuniqueanddis4nc4vecapabili4es.


Elaborating the concept Characteristics of threshold concepts and threshold competences MeyerandLand(2003)iden4fyfivelikelycharacteris4csofathresholdconceptas:

a)  Transforma4veb)  Irreversiblec)  Integra4ved)  Boundede)  Troublesome

Candidates for threshold competences in academic libraries Contemporaryservicemodelssuggestthreekeyareaswhereenhancedcapabili4esareimportantandurgent:

Ø  TechnologicalfluencyØ  Rela4onshipbuildingØ  Reflec4veprac4ceProfessionalprepara4onandcon4nuingeduca4onprogramsneedtofocusonkeycapabili4es

Sheila Corrall Professor & Chair LIS Program [email protected]

Learning from the Past, Building for the Future Friday, May 6, 2016

Thank you for listening Questions? Concerns?

Challenges?

Documents

Crossing the Threshold: Reflective Practice in Information ...d-scholarship.pitt.edu/28240/1/Corrall_LOEX_2016.pdf · critically reflective practitioner? Models of reﬂec4on and