Increasingly, the role of librarians in higher education is shifting from primarily librarian-as-expert to include librarian-as-educator. As a result, academic librarians with a wide variety of job titles are finding themselves contributing to the instructional services of their library. Even those librarians who have instruction as a principal responsibility may have little to no training or experience in instruction when they begin teaching students in one-shot or credit-bearing instruction situations. One way librarians can make concrete, positive changes to their instruction skills without a formal instruction training program is by engaging in reflective practices about their teaching decisions.

1. Mandi Goodsett
Performing Arts
& Humanities
Librarian
Cleveland State
University
REFLECTIVE TEACHING:
IMPROVING LIBRARY
INSTRUCTION THROUGH
SELF-REFLECTION

2. Think back to the best teacher you ever had.
What qualities made that teacher so effective?

3. Now think back to the worst teacher you ever
had. What qualities did that teacher have that
made it difficult to learn from him or her?

4. Low cost
Low time-
commitment
Complex situations
WHY REFLECT?

5. Low cost
Low time-
commitment
Complex situations
“Survival Stage”
WHY REFLECT?

6. JOURNALING

7. What worked in this
lesson? How do I know?
What would I do the same
or differently if I could
reteach this lesson? Why?
What do I believe about
how students learn? How
does this belief influence
my instruction?
REGULAR REFLECTION

8. VIDEO-RECORDING

9. Better than relying
on memory
Allows for more
flexible reflection
Stronger focus in
reflection on
students and
pedagogical
aspects of
teaching
WHY VIDEO-RECORD MY TEACHING?

10. PEER FEEDBACK

11. CRITICAL FRIENDSHIP
Critical + Friend

12. Mandi
Goodsett
a.goodsett@
csuohio.edu
QUESTIONS?

13. C o r n i s h , L i n l e y a n d J e n k i n s , K a t h y A n n . “ E n c o u r a g i n g T e a c h e r D e v e l o p m e n t T h r o u g h E m b e d d i n g R e f l e c t i v e P r a c t i c e i n
A s s e s s m e n t , ” A s i a - P a c i f i c J o u r n a l o f T e a c h e r E d u c a t i o n 4 0 ( 2 0 1 2 ) : 1 5 9 - 1 7 0 . A c c e s s e d A p r i l 1 4 , 2 0 1 4 . d o i :
1 0 . 1 0 8 0 / 1 3 5 9 8 6 6 X . 2 0 1 2 . 6 6 9 8 2 5
C o s t a , A r t h u r L . a n d K a l l i c k , B e n a . “ T h r o u g h t h e L e n s o f a C r i t i c a l F r i e n d , ” E d u c a t i o n a l L e a d e r s h i p 5 1 ( 1 9 9 3 ) : 4 9 - 5 1 . A c c e s s e d
S e p t e m b e r 2 8 , 2 0 1 3 .
D a n i e l s o n , L a n a M . “ F o s t e r i n g R e f l e c t i o n , ” E d u c a t i o n a l L e a d e r s h i p 6 6 ( 2 0 0 9 ) : 1 - 5 . A c c e s s e d A p r i l 1 4 , 2 0 1 4 .
D e w e y , J o h n . H o w W e T h i n k : A R e s t a t e m e n t o f t h e R e l a t i o n o f R e f l e c t i v e T h i n k i n g t o t h e E d u c a t i v e P r o c e s s . N e w Y o r k : D . C . H e a t h ,
1 9 3 3 .
D i n k e l m a n , T o d d . “ S e l f - S t u d y i n T e a c h e r E d u c a t i o n : A M e a n s a n d E n d s T o o l f o r P r o m o t i n g R e f l e c t i v e T e a c h i n g , ” J o u r n a l o f
T e a c h e r E d u c a t i o n 5 4 ( 2 0 0 3 ) : 6 - 1 8 . A c c e s s e d S e p t e m b e r 2 8 , 2 0 1 3 . d o i : 1 0 . 1 1 7 7 / 0 0 2 2 4 8 7 1 0 2 2 3 8 6 5 4 .
H a l l , R u s s e l l A . “ B e y o n d t h e J o b A d : E m p l o y e r s a n d L i b r a r y I n s t r u c t i o n , ” C o l l e g e & R e s e a r c h L i b r a r i e s 7 4 ( 2 0 1 3 ) : 2 4 - 3 7 . A c c e s s e d
A p r i l 2 2 , 2 0 1 4 .
H o l t , A b b y . “ L e a r n i n g t o T e a c h : I n s t i t u t e f o r I n f o r m a t i o n L i t e r a c y , I m m e r s i o n 2 0 0 2 , ” A r k a n s a s L i b r a r i e s 5 9 ( 2 0 0 2 ) : 1 0 - 1 1 . A c c e s s e d
A p r i l 2 2 , 2 0 1 4 .
M c C u l l a g h , J o h n F . “ H o w C a n V i d e o S u p p o r t e d R e f l e c t i o n E n h a n c e T e a c h e r s ’ P r o f e s s i o n a l D e v e l o p m e n t ? ” C u l t u r a l S t u d i e s o f
S c i e n c e E d u c a t i o n 7 ( 2 0 1 2 ) : 1 3 7 - 1 5 2 . A c c e s s e d A p r i l 1 4 , 2 0 1 4 . d o i : 1 0 . 1 0 0 7 / s 1 1 4 2 2 - 0 1 2 - 9 3 9 6 - 0
Ö z e k , Y v o n n e H u l t m a n , E d g r e n , G u d r u n , a n d J a n d é r , K a t a r i n a . “ I m p l e m e n t i n g t h e C r i t i c a l F r i e n d M e t h o d f o r P e e r F e e d b a c k a m o n g
T e a c h i n g L i b r a r i a n s i n a n A c a d e m i c S e t t i n g , ” E v i d e n c e B a s e d L i b r a r y a n d I n f o r m a t i o n P r a c t i c e 7 ( 2 0 1 2 ) : 6 8 - 8 1 . A c c e s s e d A p r i l 1 4 ,
2 0 1 4 .
R o s a e n , C h e r y l L . , L u n d e b e r g , M a r y , C o o p e r , M a r j o r i e , F r i t z e n , A n n y , a n d T e r p s t r a , M a r j o r i e . “ N o t i c i n g N o t i c i n g : H o w D o e s
I n v e s t i g a t i o n o f V i d e o R e c o r d s C h a n g e H o w T e a c h e r s R e f l e c t o n T h e i r E x p e r i e n c e s ? ” J o u r n a l o f T e a c h e r E d u c a t i o n 5 9 ( 2 0 0 8 ) : 3 4 7 -
3 5 9 . A c c e s s e d A p r i l 1 8 , 2 0 1 4 . d o i : 1 0 . 1 1 7 7 / 0 0 2 2 4 8 7 1 0 8 3 2 2 1 2 8
S c h u c k , S a n d y a n d R u s s e l l , T o m . “ S e l f- S t u d y , C r i t i c a l F r i e n d s h i p , a n d t h e C o m p l e x i t i e s o f T e a c h e r E d u c a t i o n , ” S t u d y i n g T e a c h e r
E d u c a t i o n 1 ( 2 0 0 5 ) : 1 0 7 - 1 2 1 . A c c e s s e d S e p t e m b e r 2 8 , 2 0 1 3 . d o i : 1 0 . 1 0 8 0 / 1 7 4 2 5 9 6 0 5 0 0 2 8 8 2 9 1 .
SOURCES