1. Innovation, creativity and change: utilising
appreciativeinquiry and reflectivepractice
to achieveasset based information literacy
Vicky Grant, University of Sheffield Library
Barbara Sen, University of Sheffield iSchool
Denise Harrison, University of Sheffield Library

2. Setting thescene
• Learning and Research Services
Team – who we are and what we do?
• Away day - inspired by previous
LILAC conference presentation
• Reflective practice
• Appreciative Inquiry

3. What wewereaiming to achieve
• New team – team building
• Opportunity to explore
• Provide an open platform for everyone to share
ideas
• Reflect on what we do that is good
• Share best practice
• Learn from each other

4. Reflection
Images– Prof. Nigel Ford,
Information School

5. Reflection
• “Re fle ctio n pro vide s an active and structure d
way o f thinking and o f facilitating pro fe ssio nal
de ve lo pm e nt. ”
• SchÖn (1983)
• With this idea of reflection, reflection is not just
an abstract concept; it is dynamic (“active”),
and practical (“thinkingandfacilitating”), giving
a framework(“structuredway”) for professional
change and development.

6. TheReflectiveDynamic
What change is
needed?
How will the
change be
achieved?
Reflect on the
success of any
change.

7. Reflection
• Reflective practice aims to achieve
positive change through critical analysis of
the situation
• Links with Appreciative Inquiry which also
focuses on positive change

8. Appreciative Inquiry (AI)
Originated as a challenge to the deficit
model which all too often epitomises
organisational life
AI is an innovative way of understanding the
world
Focuses on the social construction of reality
Can be used to change any process –
through the telling of affirmative stories, e.g
‘tell us what works’

9. Appreciative Inquiry (AI)

10. Appreciative Inquiry (AI)

11. Away Day - format of day
09.00 Tea and Coffee
09.30 Ice-breaker
09.45 Recap on reading
10.00 Reflective practice
12.00 Paired / group work
13.00 Lunch
14.00 Creating and sharing
15.00 Outcome and CPD

12. Storiesto tell….
• Encouraging individual stories through
reflective practice
• Sharing those stories and experiences in
paired and group work
• Sharing innovative practice in group work,
appreciating each others IL practice
• Creating a dream for the furture

15. Post Induction Week follow up
• 09.30 Introduction
• 09.40 Personal reflections on induction
• 10.10 Group reflections
• 10.40 Coffee
• 11.00 Group feedback
• 12.30 Close

16. Examplesof what went well…)
• “Shock and awe”—use challenging and
purposely difficult exercises to make
sure participants engage with the
session
• Peer observation—crucial to work with
someone you trust to provide
feedback, can help the observed
person to be more confident

17. Commentsfrom theevaluation
• “Have started keeping a reflective journal on
the teaching sessions I've run this year;
have sat in on other colleagues' teaching
sessions as observer, where they take a
different approach”
• “I’m asking my students to reflect on their
learning”
• “I plan to make more use of reflection -
maybe to keep a reflective journal,
especially when thinking about pedagogy.”

18. Evaluation and CPD
• Lots of positive feedback about reflective practice
• Request to participate in more peer observation
• Learn more tips about how to liven sessions up
• Invite someone from Learning and Teaching to talk
to us about small/large group working
• Enrolment on the Sheffield Teaching Assistant
programme
• Enthusiasm for Higher Education Academy
Associate Fellowship
• How we advise students about evaluation

19. Outcomes
Creativity
Storytelling in groups
Artwork encouraging creative thinking and sharing of best
practice
Innovation
Using appreciative and reflective practice
Changing IL practices learning from each other
Increased confidence
Change
Impact at all levels
Individuals IL practice
Further research and use of AI and reflective practice
Outcomes have fed into teaching and research

20. Futurethoughts
• Relationship between appreciative inquiry and
reflection and how it can be used in a working
context to support IL practice
• How AI techniques can be developed within the
work place
• How reflective practice and AI can feed into
teaching, research as well as practice

21. References
• References
• Cooperrider, D. L. (2008) Appreciative inquiry
handbook: for leaders of change. Brunswick:
Crown Custom Publishing.
• Moon. J (1999) Reflection for learning and
professional development. London: Kogan-Page
• Schön, D (1983) The Re fle ctive Practitio ne r,
Ho w Pro fe ssio nals Think In Actio n, Basic Books.