Slides prepared to introduce this paper for an online journal club discussion, taking place on 13th February 2013 at http://infolitjournalclub.blogspot.co.uk/2013/02/online-journal-club-13th-february-ilread.html The article reference is: McKinney, P., and Sen, B. (2012). Reflection for learning: understanding the value of reflective writing for information literacy development. Journal of Information Literacy, 6(2), http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/LLC-V6-I2-2012-5

1. McKinney, P., and Sen, B. (2012).
Reflection for learning: understanding
the value of reflective writing for
information literacy development.
Journal of Information Literacy, 6(2),
http://ojs.lboro.ac.uk/ojs/index.php/JIL/art
icle/view/LLC-V6-I2-2012-5
Slides highlighting some key points
by Sheila Webber
For Journal Club, 13th February 2013
http://infolitjournalclub.blogspot.co.uk/2013/02/online-journal-club-
13th-february-ilread.html

2. “This research aims to explore the relationship between
reflective writing and IL development through a qualitative
analysis of students’ reflective writing. The objectives for
this research are:
• “To map reflective comments made by students onto
the IL landscape to understand where students feel IL
development has occurred
• “To investigate how deeply reflective students have
been on the aspects of IL expressed in the Seven
Pillars model
• “To investigate the extent to which module learning
outcomes related to IL development have been met
• “To investigate the value of the Seven Pillars model as
a tool for supporting teaching and learning in IL” (p113)

3. Context
• Final year undergraduate Business Intelligence module
• Inquiry Based Learning approach
• Assessment: (i) group project addressing a business
intelligence problem posed by a real life business; (ii)
individual reflections on IL in carrying out the work,
structured using the SCONUL 7 Pillars model, & on
work of group
• Students are supported in reflective writing e.g. given
practice, advice

4. Literature review
• Authors justify use of reflective writing, and give
examples from the literature inc. IL literature
• They briefly explain the SEA-Change model
• Concludes “This review has demonstrated that
there is an established relationship between
reflection and learning that has value for both
students and teachers. This relationship can be
exploited for mutual benefit in the teaching of IL
skills.” (p116)

5. Study details
• 9 Students (8 male, 1 female; 7 home, 2 international)
• Analysed their reflective IL reports
1. Mapped reflections to the SCONUL 7 Pillars of Information
Literacy
2. Categorised depth of reflection, using Moon’s 4 levels i.e.
1. Descriptive writing with little reflection;
2. Descriptive writing with some reflection;
3. Reflective writing showing some analysis and self questioning;
4. Reflective writing showing clear evidence of standing back and
learning
3. Mapped against the learning outcomes for the module

6. 7 Pillars analysis
• Looked for evidence of skills and understanding in
each Pillar
– Evidence of skills did not always marry up with
reflections indicating understanding
• Depict level of reflection + number of comments
4 1
For this pillar 5 reflective
statements were identified, 2
at level one, 2 at level 3 and 3 Pillar x
one at level 4 1
3

7. A few selected findings
• Found the 7 Pillars model + Moon’s reflective model useful for
analysing reflective writing
• One module can’t address all elements of all Pillars; important to
map them across a whole course
• “One “understanding” of IL revealed by the data was that IL needs
can change over time as a research project progresses and in the
light of information found. This is not currently expressed in the
Seven Pillars model but could be inserted if the model is revised.”
(p.125)
• “In a numbers of cases students demonstrated that they had a
certain level of competency, e.g. that they could apply suitable
evaluation criteria to a piece of information; without reflecting very
deeply on it. So if it isn’t the level of competency that stimulates
reflection, what does stimulate deep reflection?” (p. 126) e.g. is it
what they find interesting or stimulating?

8. • Mapping exercise also useful for educators in
identifying extent to which learning outcomes had
been met (so enabling better redesign of learning
and teaching): reflective practice in teaching

9. • Diagram showing relationship between 4 concepts:
“we have identified a need to make it more explicit to
students that their reflective writing helps us to be reflective
practitioners” (p127)
Reflection
Deeper
Learning
Inquiry Information
Literacy
• “Reflective writing assessments are appropriate for inquiry-
based learning and constructivist pedagogies more generally
and can stimulate deeper learning in students.” (p128)

10. Selected key references
• Moon, J. (2007). Getting the measure of reflection:
Considering matters of definition and depth. Journal of
Radiotherapy in Practice, 6 (4), 191-200.
• Moon, J. (2001). PDP working paper 4: Reflection in Higher
Education learning. York: Learning and Teaching Support
Network. http://www.york.ac.uk/admin/hr/researcher-
development/students/resources/pgwt/reflectivepractice.pdf
• Sen, B. and Ford, N. (2009). Developing reflective practice in
LIS education: the SEA-change model of reflection.
Education for Information, 27(4),181-195.
• SCONUL. (2011). The SCONUL Seven Pillars of Information
Literacy: Core model for higher education. London: SCONUL.
http://www.sconul.ac.uk/sites/default/files/documents/coremo
del.pdf