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.

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