Reiterative reflection in the library instruction classroom

Abstract

Purpose

This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices.

Design/methodology/approach

This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom.

Findings

The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place.

Research limitations/implications

Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions.

Practical implications

This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning.

Originality/value

Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

Citation

Whitver, S.M. and Riesen, K.K. (2019), "Reiterative reflection in the library instruction classroom", Reference Services Review, Vol. 47 No. 3, pp. 269-279. https://doi.org/10.1108/RSR-04-2019-0023