Document Type
Presentation
Date of Original Version
2025
Abstract
How do you improve as a teacher? How do you know if learners have really understood or connected with the material? Adapting and honing pedagogical approaches can feel daunting, but a reflective teaching practice offers a pathway to making thoughtful, iterative adjustments to our instruction. Reflective teaching can inspire strategic new directions, increase equity in the classroom, and promote a holistic evaluation of instruction methods and materials. Despite these benefits, library instructors face unique challenges in adopting reflective practices. The varied nature of library responsibilities presents barriers to this work including time constraints, lack of institutional support, and the diverse range of instructional contexts within academic libraries. Sharing insights from our research and a recent survey on reflective teaching in academic libraries, we share how other academic librarians implement this practice, highlighting benefits, barriers, and tips for becoming a reflective practitioner.
Recommended Citation
Vaandering, A.G., & Crego-Emley, A. (2025, June 29). Reflective teaching as a catalyst for change: Inspiring new approaches in library instruction (Conference session). American Library Association Annual Conference 2025, Philadelphia, PA.