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Best practices for using critical reflection to improve your teaching

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Title: Best practices for using critical reflection to improve your teaching
Author(s): Hensley, Merinda Kaye
Subject(s): Teaching and learning University Library. University of Illinois at Urbana-Champaign
Abstract: Charged with improving students' information literacy skills, librarians are increasingly finding themselves in the classroom largely unprepared for the realities of teaching. Learning how to teach is a lifelong skill. How can librarians harness best practices from the academy in order to continually improve their teaching techniques? According to Stephen Brookfield's Becoming a Critically Reflective Teacher, critical reflection not only enlivens the classroom, it grounds the teacher emotionally and pedagogically, leading to more positive interactions with students and with ourselves. In order to be intentional about our teaching, librarians can begin by examining our practice through Brookfield's four lenses: theoretical literature, classroom assessment, personal self-reflection, and peer review. It is through the implementation of a variety of practices we are better able to understand what we teach, how we teach, and why we teach.
Issue Date: 2012-08-09
Citation Info: “Best practices for using critical reflection to improve your teaching.” Workshop at International Federation of Library Associations and Institutions Satellite Meeting, Tampere, Finland, 9 August 2012.
Genre: Conference Paper / Presentation
Type: Text
Language: English
URI: http://hdl.handle.net/2142/34764
Publication Status: unpublished
Peer Reviewed: is peer reviewed
Date Available in IDEALS: 2012-10-21
 

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