Reflection as a means to assess information literacy instruction

Abstract

Teaching is integral to the mission and purpose of academic libraries, but in our institutions and professional organisations, the story of our teaching is often reduced to numbers: How many sessions? How many hours? How many students? Within this framework, quantity dictates success, with more classes, time, and students meaning more impact. Yet as teaching librarians, we know that the story of our work doesn’t begin and end in the classroom. This project report outlines the development of a qualitative, reflection-based evaluative process and toolkit for our Libraries’ instruction programme that centres two critical domains: teacher-librarian self-efficacy and student learning. The implementation of both process and toolkit provides readers a model for examining how well their values align with their own instruction assessment and how to evaluate their teaching programmes in more meaningful ways.