Reflective Learning in Undergraduate Information Literacy Classes
This discussion will address the restructuring of the current undergraduate information literacy course at the University of Missouri. In its existing form, the course provides students with the opportunity to engage with and evaluate information in a variety of contexts related to an academic setting. To refine the curriculum’s focus on student learning outcomes, we are incorporating a formalized reflective learning component. Reflective learning enhances students’ information seeking, management, and evaluation skills, as well as contributing to overall critical thinking skills. In addition to discussing effective development and implementation, we will explore literature which supports these curriculum planning decisions. Using examples from the proposed course changes we will address the following learning outcomes: Demonstrate how to develop and implement curriculum and learning tools for reflective learning in an information literacy course. Demonstrate how reflective learning helps students cope with information anxiety in academic library settings. Understand how encouraging reflective learning promotes responsible research and overall academic success.
2013 Indiana University Libraries Information Literacy Colloquium
Hess, C. (2013). Reflective Learning in Undergraduate Information Literacy Classes. 2013 Indiana University Libraries Information Literacy Colloquium Retrieved from https://digitalcommons.memphis.edu/facpubs/51