Justin-Time Instruction, Regular Reflection, and Integrated Assessment: A Sustainable Model for Student Growth

摘要

Inspired by our conversations at a Council of Independent Colleges Transformation of the College Library workshop, we have worked since 2009 to improve information literacy instruction for and outcomes of a major research project in a 200-level elective literature class. Results from a fall 2011 course that combined an embedded librarian approach to class instruction with repeated just-in-time instruction and regular reflections yielded rich information about the students' information-seeking processes and confirmed both the efficacy of thoroughly collaborative instruction and the importance of reflection to encourage improved student research processes. After providing context on the pedagogic uses of reflection and for the course and project, we will discuss the potential implications and limitations of this type of project for promoting information literacy.