crossing the threshold: reflective practice in information...
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Crossing the Threshold: Reflective Practice in Information Literacy Development
Sheila Corrall Professor & Chair LIS Program scorrall@pitt.edu
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”
Information Culture & Data Stewardship
• 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
Information Culture & Data Stewardship
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
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
Teaching and learning trends • Inquiry-basedandproblem-basedlearning
• Collabora4velearning• Technology-enrichedlearningspaces/collaboratories• e-Learningandonlineeduca4on• Blendedlearning• Peerassessment
• Self-directedandpersonalizedlearning
What’s new? What’s next?
Information Culture & Data Stewardship
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
Information Culture & Data Stewardship
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
?
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
The information literacy landscape
AcademicliteraciesLearningdevelopment
NewliteraciesMul4modallearning
Informa3onliteracyCri4calthinkingandevalua4on
MedialiteracyCri4caluseofnon-
textualcommunica4onformats
DigitalliteracyEthicsande-safety
Computerliteracyandfunc4onalskills
Transliteracies
Searchskills
Cri4calanalysis
Studyskillsandacademic
wri4ng
(Secker&Coonan,2013,p.XXII)
ANewCurriculumforInforma4onLiteracy
Information Culture & Data Stewardship
Information literacy education • Reflec4onforegroundedasakeyelement
– Informedlearning,ANCIL,Metaliteracy,ACRLframework
• Reflec4veexercises/prac4ces– Cri4calincidentques4onnaires– Reflec4vediaries– Researchjournals– Reflec4vepapers– Reflec4vewri4ng– Researchlogs– Researchporsolios
Ø Educating reflective practitioners?
Information Culture & Data Stewardship
Librarians as teachers Instruc4onalliteracyframework§ Reflective practice § Educational theory § Teaching technologies § Instructional design
“Reflec4veprac4ceisana@tudeofconstruc4veself-awarenessduringtheteachingprocess”
(Booth,2010,p.42)
Information Culture & Data Stewardship
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.
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
“ampleopportunityforthereadertoreflectontheirownprac3ceandinten4onsforfutureinstruc4on”(Turnbow,2015,p.95)
“Exercisesattheendofeachchapterofferopportuni4esto…reflectonideasandcontent”(Crane,2014)
Learning resources for new LIS professionals
Educating the
reflective practitioner
Information Culture & Data Stewardship
Information Culture & Data Stewardship
What does it really mean to be a critically reflective practitioner?
Modelsofreflec4onandexamplesofapplica4on
“Thebestthinganyeduca4oncanbequeathisthehabitofreflec4onandques4oning”
A.C.Grayling,TheGuardian,July22,2000
Information Culture & Data Stewardship
“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
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
Five dimensions of reflection
5reflec4ononthereflec4ononac4on4reflec4ononthedescrip4onofthereflec4on-in-ac4on(reflec4ononac4on)3descrip4onofthereflec4on-in-ac4on2reflec4on-in-ac4on1ac4on
12345
(Brockbank&McGill,2007,p.96)
Information Culture & Data Stewardship
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
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
Enhancing reflective and experiential learning • Learningjournals,diaries,logs,
notebooks,etc.• Porsolios• Ac4onlearningsets• Humaninquirygroups• Ac4onresearch• Personaldevelopmentplanning• Peerandself-assessment• Problem-basedlearning (Moon,2004)
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
(MLA,2007)
(CARL,2010)
(FLICC,2011)
(CILIP,2013)
(SLA,2012)
“Yourcorecompetenciesshouldsetyouapart”(Moore,2012,p.18)
Information Culture & Data Stewardship
Terminology and frameworks Professional
competenciesCorecompetenciesFounda4onal
competenciesFunc4onal
competenciesGenericskillsEnablingcompetenciesTypically6-8categories
brokendowninto30+elements
à12+categoriesandc.100elements
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
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)
Information Culture & Data Stewardship
Interpersonal
Personal
Organiza4onal
Managerial
ProfessionalCPD
Technical
CoreCompetence
Essen3alEnablers Survival
Skills
RelatedProfessionalCompetencies
Expanding the core into other related
professional domains
Information Culture & Data Stewardship
Introducing threshold competences “Acoreconceptisaconceptual‘buildingblock’thatprogressesunderstandingofthesubject…butitdoesnotnecessarilyleadtoaqualita4velydifferentviewofsubjectmager.”“Athresholdconcept…representsatransformedwayofunderstanding,orinterpre4ng,orviewingsomethingwithoutwhichthelearnercannotprogress.”(Meyer&Land,2003,pp.1,4)
Acorecompetenceisadefiningagributethatformstheessen4alanduniquefounda4onofaspecificprofessionalfield.Athresholdcompetenceisatransformingagributethatenablestheeffec4veapplica4onofacorecompetenceinthefield,andwhichisessen4alforthecorecompetencetobeusedtofulleffect.Athresholdcompetenceisnotuniquetothefield,butcombineswithcorecompetencestoformuniqueanddis4nc4vecapabili4es.
Information Culture & Data Stewardship
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 scorrall@pitt.edu
Learning from the Past, Building for the Future Friday, May 6, 2016
Thank you for listening Questions? Concerns?
Challenges?
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