Innovation, creativity and change: utilising appreciative inquiry and reflective practice to achieve asset based information literacy - Vicky Grant, Barbara Sen & Denise Harrison
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Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Innovation, creativity and change: utilising appreciative inquiry and reflective practice to achieve asset based information literacy - Vicky Grant, Barbara Sen & Denise Harrison
1. Innovation, creativity and change: utilising
appreciativeinquiry and reflectivepractice
to achieveasset based information literacy
Vicky Grant, University of Sheffield Library
Barbara Sen, University of Sheffield iSchool
Denise Harrison, University of Sheffield Library
2. Setting thescene
• Learning and Research Services
Team – who we are and what we do?
• Away day - inspired by previous
LILAC conference presentation
• Reflective practice
• Appreciative Inquiry
3. What wewereaiming to achieve
• New team – team building
• Opportunity to explore
• Provide an open platform for everyone to share
ideas
• Reflect on what we do that is good
• Share best practice
• Learn from each other
5. Reflection
• “Re fle ctio n pro vide s an active and structure d
way o f thinking and o f facilitating pro fe ssio nal
de ve lo pm e nt. ”
• SchÖn (1983)
• With this idea of reflection, reflection is not just
an abstract concept; it is dynamic (“active”),
and practical (“thinkingandfacilitating”), giving
a framework(“structuredway”) for professional
change and development.
7. Reflection
• Reflective practice aims to achieve
positive change through critical analysis of
the situation
• Links with Appreciative Inquiry which also
focuses on positive change
8. Appreciative Inquiry (AI)
Originated as a challenge to the deficit
model which all too often epitomises
organisational life
AI is an innovative way of understanding the
world
Focuses on the social construction of reality
Can be used to change any process –
through the telling of affirmative stories, e.g
‘tell us what works’
11. Away Day - format of day
09.00 Tea and Coffee
09.30 Ice-breaker
09.45 Recap on reading
10.00 Reflective practice
12.00 Paired / group work
13.00 Lunch
14.00 Creating and sharing
15.00 Outcome and CPD
12. Storiesto tell….
• Encouraging individual stories through
reflective practice
• Sharing those stories and experiences in
paired and group work
• Sharing innovative practice in group work,
appreciating each others IL practice
• Creating a dream for the furture
13.
14.
15. Post Induction Week follow up
• 09.30 Introduction
• 09.40 Personal reflections on induction
• 10.10 Group reflections
• 10.40 Coffee
• 11.00 Group feedback
• 12.30 Close
16. Examplesof what went well…)
• “Shock and awe”—use challenging and
purposely difficult exercises to make
sure participants engage with the
session
• Peer observation—crucial to work with
someone you trust to provide
feedback, can help the observed
person to be more confident
17. Commentsfrom theevaluation
• “Have started keeping a reflective journal on
the teaching sessions I've run this year;
have sat in on other colleagues' teaching
sessions as observer, where they take a
different approach”
• “I’m asking my students to reflect on their
learning”
• “I plan to make more use of reflection -
maybe to keep a reflective journal,
especially when thinking about pedagogy.”
18. Evaluation and CPD
• Lots of positive feedback about reflective practice
• Request to participate in more peer observation
• Learn more tips about how to liven sessions up
• Invite someone from Learning and Teaching to talk
to us about small/large group working
• Enrolment on the Sheffield Teaching Assistant
programme
• Enthusiasm for Higher Education Academy
Associate Fellowship
• How we advise students about evaluation
19. Outcomes
Creativity
Storytelling in groups
Artwork encouraging creative thinking and sharing of best
practice
Innovation
Using appreciative and reflective practice
Changing IL practices learning from each other
Increased confidence
Change
Impact at all levels
Individuals IL practice
Further research and use of AI and reflective practice
Outcomes have fed into teaching and research
20. Futurethoughts
• Relationship between appreciative inquiry and
reflection and how it can be used in a working
context to support IL practice
• How AI techniques can be developed within the
work place
• How reflective practice and AI can feed into
teaching, research as well as practice
21. References
• References
• Cooperrider, D. L. (2008) Appreciative inquiry
handbook: for leaders of change. Brunswick:
Crown Custom Publishing.
• Moon. J (1999) Reflection for learning and
professional development. London: Kogan-Page
• Schön, D (1983) The Re fle ctive Practitio ne r,
Ho w Pro fe ssio nals Think In Actio n, Basic Books.
Hinweis der Redaktion
All to introduce ourselves
Denise for this slide:
The Learning and Research Services Team (LRST) came into being in 2011, this was an amalgamation of a Faculty team and an Academic Development team which covered information literacy and research. From 2011 the team started to gradually take on responsibility for open access and research data management support and so the team expanded a little more.
Liaison Librarians in the team had started to take on more responsibility for induction and workshops and there had been a number of comments requesting time to talk about sharing good practice to increase presentation and workshop leading skills.
Vicky had attended the LILAC conference in 2012 and had listened to Barbara’s presentation on reflection for learning in IL and suggested meeting with Barbara to discuss leading something similar at an away day.
Vicky had also started reading about appreciative inquiry as part of her research for her PhD. All too often we tend to criticise ourselves and think of what went badly rather than what has gone well and turning things around to be more positive seemed a really good idea.
Traditional management asks what went wrong and what can be done better next time. AI crowds out poor performance by placing the focus on what works well. It sees people as assets.
The 4D model of AI was utilised in our away day (VG to outline what this is)
These are tasks related to the stages of the cycle
The cycle was repeated at the follow on meeting
Here we have the timetable for the day
22 of the team participated, it was a mix of discussions, looking at the academic literature and considering present practice and development needs. We selected an article with Barbara on reflective writing for all of us to read in preparation for the day.
We wanted everyone to feel at ease and enjoy it so ensured we had lots of drinks and refreshments at regular intervals!
We also wanted people to “own” the day so asked the Information Literacy Group to organise an icebreaker which went down really well despite some negative comments prior to the day e.g. We all know each other/they can be embarrassing
Then we gave people just 15 mins to recap on the paper, Barbara took us through reflective practice, what it means and how we can benefit.
We were keen that everyone was included and that everyone felt happy participating so decided to go for small group work rather than presentations to the whole meeting. We also wanted to give staff the opportunity to practice reflective writing skills but also to think about appreciative techniques to share good practice so looking at best practice and the skills and continuing professional development needs to assist that, what changes they needed to make in their own practice.
BS to add slide on post induction follow up session(s)
Librarians from the University of Sheffield Library appreciate what works well in their information literacy teaching
This was the format of the follow up day, again we concentrated on lots of group work but because we sensed the team were already feeling comfortable with each other we decided to ask each group to provide feedback on their discussions
These are tasks related to the stages of the cycle
The cycle was repeated at the follow on meeting
These are tasks related to the stages of the cycle
The cycle was repeated at the follow on meeting
The timing for the away day, the second week in September wasn’t ideal as it was so near start of semester but the evaluation from the day was still good. The half day event in November went even better, the bulk of the sessions were over and also people had lots of practical issues/tips to discuss.
The main things that came out of the two events were:
Positive comments about the introduction to reflective practice and how valuable a skill more generally than just considering our workshops.
The majority of the team said they would like to participate in more peer observation but to do so informally with someone they felt comfortable with
All were keen for more tips on how to liven sessions up, most of our workshops now work well but large groups not so good so we all thought it would be good to invite someone from our Learning and Teaching Service to talk to us and we have organised that.
Seven of the team said they would sign up for the workshops delivered internally by the University –
The Sheffield Teaching Assistant (STA) is an exciting professional development programme specifically designed for postgraduate students and early career researchers with teaching responsibilities. Half day (3 hour) workshops provide an introduction to six areas of teaching provision. The workshops cover areas such as large and small group teaching.
A similar number are also working towards Associate Fellowship of the Higher Education Academy
One colleague as a result of reflecting on her teaching at the end of the day is now leading a small group to look at how we advise students to evaluate the information they retrieve
Change
Examples from all levels IA and LL and FL
IA/LLs CPD involvement including HEA accreditation and STA (run by Learning and Teaching Services)
LLs Usingeflective writing
FL making change via L&T Committees