A Brief (RE)viewing

1. Understanding Backwards Reflection for Assessment and Empowerment in Information Literacy Instruction It is perfectly true, as the philosophers say, that life must be understood backwards. But they forget the other proposition, that it must be lived forwards. - Soren Kierkegaard

2. Key Theories & Vocabularies A Brief (RE)viewing Image: Kevin Dooley. https://flic.kr/p/4VHQiz. Accessed Apr. 20, 2016.

3. “Reflection is an active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds supporting it and future conclusions to which it tends... it includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality.” “Reflective thinking is always more or less troublesome because it involves overcoming the inertia that inclines one to accept suggestions at their face value; it involves willingness to endure a condition of mental unrest and disturbance. Reflective thinking, in short, means judgment suspended until further inquiry; and suspense is likely to be somewhat painful.” John Dewey, How We Think Dewey, J. (1910). How We Think. New York: D.C. Heath & Co., Publishers Moon, J. A. (1999). Reflection in Learning and Professional Development: Theory and Practice. London: Stylus Publishing Inc.

4. UNCERTAINTY PRINCIPLE UNCERTAINTY UNDERSTANDING VAUGE ANXIOUS EXPLORING CLEAR CONFIDENT DOCUMENTING Kuhlthau, C.C. (2004). Seeking meaning: A process approach to library and information services, second edition. Westport, Connecticut: Libraries Unlimited.

5. Image: Silvia Lu. http://acrlog.org/wp-content/uploads/2015/01/threshold.jpg. Accessed Apr. 20, 2016.

6. Kolb’s Experiential Learning Cycle Kolb, D. (1984). Experiential Learning as the Science of Learning and Development. New Jersey: Prentice Hall.

7. DONALD SCHÖN • Reflection-in-action • Reflection-on-action • Reflective practice Image: Vectorstudy. https://commons.wikimedia.org/wiki/File:Donald_schon_pic.jpg. Accessed Apr. 25, 2016.

8. “Thematic investigation thus becomes a common striving towards awareness of reality and towards self-awareness of reality and towards self-awareness, which makes this investigation a starting point for the educational process or for cultural action of a liberating character.” - Paul Freire, Pedagogy of the Oppressed

9. Reflection & Assessment Taking measure Image: Astrid Westvang. https://flic.kr/p/5T88cs. Accessed Apr. 20, 2016.

10. Reflection is flexible and expansive • Reflection is authentic assessment • Reflection is holistic • Reflection is empowering Image: Scrappie Annie. https://flic.kr/p/7x2jPC. Accessed Apr. 20, 2016.

11. Praxis/Practice Reflection/ACTION Image: James Austin. https://flic.kr/p/qrfDs2. Accessed Apr. 20, 2016.

12. GRAPE & WINE CHEMISTRYSPRING 2015 & 2016 • Upper-division “intermediate” level course • Annotated bibliography • Reflection-in-action, reflection-on-action • Depth of Reflection • Evidence of knowledge practices and dispositions according to the Framework • Themes and emerging patterns

13. WHAT IS THE GOAL OF THE REFLECTION? Some possibilities: • To improve practice • Personal development • To “make meaning” (integrating new learning with prior learning) • To understand a process • To determine an action • To question a system or state • To discover the unknown! Moon, J. A. (1999). Reflection in Learning and Professional Development: Theory and Practice. London: Stylus Publishing Inc.

14. WHAT IS THE DESIGN OF THE REFLECTION? Some possibilities: • Group or individual • Oral, written, or other non-verbal forms of expression • Prompted or open • Based on prior or new experiences (and perhaps, even anticipatory) • One-time or ongoing

15. HOW ARE WE MEASURING THE REFLECTION OR LEARNING? Some possibilities: • Measure the depth of reflection (description or reflection) • Code for terms or concepts • Map to standards, frames, etc… • Connect to other assessment activities • Peer or self-assessment

16. DESIGNING PROMPTS TO ENCOURAGE REFLECTION • Challenge beliefs, practices, and assumptions (Smyth, 1987; Gibbs, 1988) • Describe an experience, and reflect on emotions, outcomes, and potential future actions (Johns, 1994) • Evaluate (Gibbs, 1988) • Integrate new learning into prior knowledge • Describe a practice, and reflect on reasons for this practice • Anticipate or imagine • Keep a descriptive journal, and then reflect on actions (double-journaling) Smyth, J. (1987). Rationale for teacher’s critical pedagogy: A handbook. Geelong: Deakin University Press. Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford University Press. Johns, C. (1994). Nuances of reflection. Journal of Clinical Nursing (3), pp-71-75. Cited in Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. London: Stylus Publishing Inc.

17. GROUP EXERCISE • Design an assignment or assessment using reflection as an element • Define how this assignment or assessment will measure reflection, information literacy outcomes, or other learning goals • Share!

18. INDIVIDUAL REFLECTION • What do my instructional practices say about my beliefs about IL and assessment?1 • What forces or systems do I feel limit what I believe is possible in IL instruction & assessment?1 • Think of an assessment you’ve administered. What were you trying to achieve? How did you feel about it during and after? How did your learners feel about it? In response, how has (will) your perspective change?2 • Open prompt! Modified from Smyth, J. (1987). Rationale for teacher’s critical pedagogy: A handbook. Deakin University Press, Geelong. Modified from Johns, C. (1994). Nuances of reflection. Journal of Clinical Nursing (3), pp-71-75. Cited in Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. London: Stylus Publishing Inc.