My journey to obtaining a professional qualification in teaching and learning began by chance; a colleague recommended the ‘Research Cycle’ module to me and so the story begins. The research cycle was a truly challenging module, but a module that has been the basis of all the modules that followed. After completing the research module, I believed that I would be capable of fully engaging with and completing other modules available to progress and earn ECTS credits towards a Diploma in teaching and learning. I am pleased to have completed the research cycle at the beginning of my journey, as for me, this was the toughest module, but the reward of ‘getting published’ was unrivalled, and the support of the facilitators was invaluable. Applying relevant research and data ensures an evidence-based approach to my teaching practice.
The combination of modules available, and in fact participated in, allowed me to explore new ideas. Embedding new strategies in my teaching practice and collaborating with academics through discussion boards, peer assessment and feedback has meant that I approach my information literacy skill teaching more creatively. Using tools and technology to engage students, encouraging them to achieve the learning outcomes of the library instruction sessions. The systematic process offered really allows you to focus fully on a particular module sequentially encouraging knowledge and understanding of the role of teaching in third level education.
The certificate is the most recent module I have participated in; this reflection is in fact the final task I need to complete before the submission date. The other modules I have completed, and received a single subject award for are, as mentioned, the Research Cycle, Technology Enhanced Learning and the Learning & Teaching e-Portfolio. Consequently, if I an successful in this module I have enough credits to attain the Diploma in Teaching and Learning, which is exhilarating.
The certificate module was hugely valuable in introducing me to the theories of teaching, learning and assessment. Given that, I am not an academic I found the certificate challenging to say the least. Challenging in a positive way, I have gained theoretical and practical understandings of what it means to be a teacher/academic in higher education. Throughout the module, we were encouraged to engage face-to-face with peers on the course through course days as well as online, using tools and discussion boards. A number of informative guest speakers contributed to the module, delving into diverse issues in higher education, and the impact such issues have on teaching practices.
The module has certainly enhanced my understanding of the practices required to teach in third level education. Since I am not in an actual teaching role, as part of the module, I was required to ‘shadow’ or observe other academics within GMIT to gain a deeper understanding of teaching practices. Through these observations and my extensive teaching of information literacy skills and library instruction sessions I feel I was fully committed to the certificate. As a professional librarian engaged in information literacy skills training I believe this module has contributed to both my knowledge and skills of teaching and learning in higher education.
The assessments incorporated within the certificate were frequent and varied. I genuinely benefited from designing lessons for the library sessions I deliver as part of my current role. I strive in helping students, staff and researchers with their information needs using a mixture of traditional information literacy skills and emerging technologies. The peer review by colleagues engaged in the certificate gave me structural and meaningful feedback to enhance the library instruction sessions. My peer reviewing my colleagues allowed me to gain a more thorough insight into teaching practices as well as giving them feedback on their teaching.
One of the objectives of the certificate was to develop an e-portfolio. Although I had previously successfully completed the learning and teaching e-portfolio module my portfolio did need bringing up to date to meet the criterion for the certificate. As I previously created an e- portfolio I found that I was able to advise my colleagues on the advantages of using the Weebly platform to develop their online portfolios. This prior learning also allowed me more time to think about updating the components of my learning journey thus far. Subsequently, I believe that my e-portfolio now documents and showcases my updated skills and abilities, demonstrating my competencies both as a librarian and as a educator.
My e-portfolio includes resources, accomplishments, learning objects, lesson plans, critical reflections as and a research paper. It informs readers on both my philosophy of education and my philosophy of librarianship. The blog incorporated in my e-portfolio is an up-to-date personal commentary. My aim is to continue to keep my blog updated as a medium for my roles as librarian, educator and learner. Many of my blog posts concentrate on emerging technologies. My passion for technology was the reason I chose to participate in the technology enhanced learning (TEL) module; which was particularly thought provoking.
TEL focuses on developing digital skills and competencies to enable participants utilise a range of educational technologies as well as exploring the use of online learning tools. A requirement of the module was to evaluate the suitability of emerging technologies in supporting student learning in higher education. I felt very at ease with engagement with this module; I strive to keep up-to-date with emerging technologies. As part of my current role I develop learning objects to provide training material, thus affording me the opportunity to evaluate the appropriateness of learning technologies and their potential benefits to learning in higher education.
Engagement with all modules required a degree of critical reflection. If I am honest I found reflecting critically very demanding when introduced to the task in the first of the modules. However, I found that the more you critically reflect, the more competent you become at it. I believe that as I have progressed on my journey through the single subject award to the anticipation of being awarded a Diploma in teaching in learning I have become a more descriptive, analytical and critical in making meaning of my experiences. As a novice to critically reflecting I found it hard to see the connection between experiences and learning. However, after engagement with the modules and the critical reflection exercises which formed part of assessment I realise the process of 'looking back' really allows me to evaluate my experiences.
I consider that engagement with, and completion of, the teaching and learning modules have made me develop into a competent educator. The modules work well as single awards, but as a whole having progressed to completing the diploma, although yet to be graded, I feel proficient in a range of skills which will ensure that I can bring high quality teaching and learning experiences to the students I educate. I consider that I have the knowledge, skills, and understanding of course planning, design and evaluation. Completing the diploma is crucial to progressing my continued professional development. The MA in teaching and learning is the next step; my aspiration is to be accepted on the master programme to obtain a formal qualification in education.
Image 1 - http://creative-commons-images.com/handwriting/t/teaching.html
Image 2 - http://creative-commons-images.com/handwriting/l/learning.html
“Just because the road ahead is long, is no reason to slow down. Just because there is much work to be done, is no reason to get discouraged. It is a reason to get started, to grow, to find new ways, to reach within yourself and discover strength, commitment, determination, discipline…”
The purpose of this research was to investigate what extent first years students participating in library instruction acquire information literacy skills. Through this research I hoped to determine if there was evidence of learning output from the library instruction sessions that complement GMIT’s Learning and Innovation Skills (LIS) module. Furthermore, it was endeavoured to obtain feedback for development of the library instruction sessions. My research question was clear and feasible and the deadlines given throughout the module ensured that I stayed focused. The instruction given throughout the module was excellent and the feedback was always helpful and reassuring.
As the library sessions had not been previously evaluated I sought to obtain feedback from both students and academics. Deciding to perform a student survey and academic interviews was part of the triangulated approach which was recommended as part of the research cycle methodology. The initial intention was to incorporate focus groups as part of the triangulated approach. However, due to time constraints I decided to omit this method and use the literature review as the third method. On reflection, attempting to a literature review along with a survey, interviews and focus groups was overly ambitious in the time frame available. I do not think there was a negative impact resulting from the elimination of the focus groups, the application of a triangulated approach ensures reliability and validity, using multiple methods to gather data while conducting primary research strengthens the research (Hesse-Biber, 2010). The most challenging of the three methods was the survey, as students were slow to engage. It was my expectation that at least 90 responses would be returned, however, 83 was the number returned within the time frame. With such a low response rate there is no evidence to suggest that the sample is representative of all first year students. Nevertheless, the results are valuable, as this small scale initial research gives an insight into students’ knowledge and awareness of information literacy.
From my experience completing the research I recognize that students learn information literacy skills through participation and engagement with library instruction. These findings are endorsed by the literature, as several sources indicate that students’ benefit and learn from library instruction (Oakleaf & Kaske, 2009 & McGuinness, 2006). How much they learn or benefit, according to the interview analysis, depends upon attendance, engagement and frequency of library use. The data was not difficult to analyse as the use of Survey Monkey, the free online survey software, facilitated the interpretation of results. Furthermore, the small sample of interviews comprising 10 academics meant that the use of Microsoft Excel was sufficient to conduct analysis. A larger sample set would have necessitated the use of more complex software such as NVivo.
The time frame was limited; as such planning and commitment were imperative to ensure all deadlines were adhered to. One of the most rewarding components of this module was presenting at the Research Cycle Conference, as it provided me with an extra platform to share my research. Engagement with the module has also resulted in further opportunities; I have been invited to present my research paper at the 2015 IIUG Library Conference. As a result of effective time management my written article was completed in timely fashion which allowed me to invest the necessary time to ensure a comprehensive presentation was prepared to disseminate my research. The research cycle module was both advantageous and rewarding, the support and encouragement received from Pauline and Barry was excellent.
Hesse-Biber, S. N. (2010). Mixed Methods Research: Merging Theory with Practice. New York: Guilford Press.
Marston, R. (1998). Long road ahead. Retrieved from http://greatday.com/ motivate/980417.html
McGuinness, C. (2006). What faculty think–exploring the barriers to information literacy development in undergraduate education. The Journal of Academic Librarianship, 32(6), 573-582.
Oakleaf, M., & Kaske, N. (2009). Guiding questions for assessing information literacy in higher education. portal: Libraries and the Academy, 9(2), 273-286.
Things 19, 20 & 21 are complete...
And now for Thing 22... The final reflective practice of the course and alas the end of Rudaí 23. I thought I would be delighted 'doing' this final reflection, but now that I am actually doing it I am feeling somewhat lonely. Rudaí 23 has played a significant part in my evening routine over the past few months. I have used tools that I would never have considered using, tools that I hadn't heard of and indeed tools that I use in both my personal and professional life. I am thus both happy and despondent.
The task for Thing 22 is to reflect on Things 19, 20 and 21, so here goes. Podcasts are digital audio files available online. I choose to complete option 2 and produced a short podcast. Option 1 would have been a more engaged option but the fact that I hadn't created a podcast in the past meant that I choose this option. I have listened to a number of podcasts, I particularly enjoy 'Librarians Aloud' as its by librarians for librarians, or indeed for those interested in the profession. I also like the 'Adventures in library instruction' series of podcasts. The tools I used for this task were Audacity for recording and SoundCloud for hosting my recording. Both tools were very user friendly and free and I would definitely use both tool going forward; in fact I plan on recording and making available a series of library instruction podcasts for our library users.
Thing 20 covered library advocacy. We advocate our libraries through our mission statements, strategic plans and other library publications, but we can always do more. Thing 20 aimed to get us thinking about how we can contribute to library advocacy. I found this task both interesting and challenging. Yes, we have a mission statement along with a number of library publications but I must admit that I would have not considered such material advocacy as such. So this task really got me thinking, before the task the main way I considered advocacy was through marketing the library and promoting library activities. I was apprehensive to begin with in following the list of 9 exercises but pleased when I completed all 9 exercises provided. I believe that librarians need educating in the skills of advocacy, as library professionals we value libraries but how is that value measured outside of our sphere. We can measure the impact of our profession through engagement and impact. I hadn't regarded our physical space as a form of advocacy but in hindsight being fortunate enough to have a somewhat flagship building both within the college and beyond is testimony to such.
Thing 20 goes hand-in-hand with Thing 21; professional library associations are key to advocacy; encouraging campaigns, funding and developing national strategies and frameworks. Advocacy is just one of the many benefits of engaging with professional groups and organisation. Professional groups advocate the values and functions of librarians, raising our profile as professionals. They advise, campaign, and provide forums to communicate and collaborate. They provide courses and conferences as well as recognising the pursuit of continued professional development. Professional groups akin to the Library Association of Ireland (LAI) and the Chartered Institute of Library and Information Professionals (CILIP) advise, influence and set standards.
It is evident that a group of people have more influence and power than an individual, so if we value our profession we should engage with like minded professionals by joining an associated group. Thing 21 genuinely made me reassess the value of joining professional groups. As an employee I am an institutional member of the LAI and up until now have been happy with the benefits of the membership but after this task I can appreciate the more far reaching benefits of renewing my individual membership.
Some final thoughts...
Rudaí 23 has been a compelling course of discovery from start to finish. The reflective practice tasks really helped me make meaning of the 23 things. It's easy to skim over some tools without truly understanding how to use them. The reflective practice tasks made me think about what I did; evaluating the advantages or disadvantages of the tools, as well as exploring the value of tools relevant to our profession and the impact of library professionals. In the main I have embraced the 23 Things for information skills provided through Rudaí 23.
I would like to thank the Rudaí 23 team for the enlightening course, the positive feedback and ongoing encouragement. Well done all, it’s been a pleasure!
I found the tasks on critical thinking particularly challenging and stimulating. At no time had I considered PIM or indeed advocated Wikipedia, so I am pleased to have been given the opportunity to consider both. Whether we want to or not, we continuously contribute to a growing representation of who we are online, so no matter what we do online it's important that we know what kind of trail we're leaving and what the likely effects are. Librarians are good at sharing information and imparting knowledge, so I was at ease with Thing 17, sharing your work.
On paper the idea of Personal Information Management (PIM) seems like something that could really benefit my life. However, I really didn’t think I could fully engage with any of the tools I experimented with for this task. However, the more I thought about PIM the more I thought about using Evernote, it would mean less paper in my life and the search functionally seems very good; the more you add the more useful the tool would be. PIM is about finding, keeping, organizing, and maintaining information, it’s about managing privacy and the flow of information something that information professional do continually in their professional roles; I now need to do the same with my personal information.
My opinion of Wikipedia has changed since doing thing 15. I had never thought of editing a Wikipedia entry and to be honest I tend to avoid Wikipedia at all cost, that is until I completed the task. As an information professional I consider myself dependable in judging the relevance of information sources, considering; authority, accuracy and objectivity. I use the CRAAP Test for my own research purposes and when delivering information skills sessions in evaluating information. I would always discredit Wikipedia but from now on I will be advising students to use it as a general reference and I realise it is a great source for information, as with all information it is up to the reader/user to think critically about all the information they find and use. I really enjoyed using the ‘Citation Hunt’ tool to edit a citation and can see me using the tool in the future.
Overall, I consider myself careful about my digital footprint. I always think before I post a personal picture or information. I would never click on an email where I do not know the sender. My online banking is only performed over a secure network. As with several previous ‘Things’ my eyes have been opened much wider since this task. I will be taking added precautions to consciously reduce my digital footprint going forward. The terms and conditions are not something I would usually read in the main for apps or downloads, so no, I seldom give informed consent, especially as far as social media is concerned. I must add this to my new to do list, especially with the latest Facebook controversy. I am guilty of using a derivation of passwords. Unfortunately, I cannot see myself changing this behaviour, since so much of my daily routines performed online requiring passwords, it would be impossible to be too obscure with them.
Librarians offer people the ability to discover information, we are good at resource sharing and we work together to advance library services. Thing 17 gave me the opportunity to update and share work on ResearchGate, a tool for sharing research work, it helps get your research ‘out there’ as well as offering a place to network with peers. I didn’t try SlideShare, this is on my ‘to do’ list, to upload a presentation to share across my social networks, I have a LinkedIn account so it should be fairly straightforward.
For professional growth we need to get out of our comfort zone, and into our growth zone. I think I have achieved this with the tasks included in the critical thinking section, I have experimented with several new tools and tried something that I would never have considered doing only for Rudaĺ 23.
Reflecting on Things 10, 11 and 12 in anticipation of earning the online networker badge will hopefully be straightforward enough as I frequently use these three ‘Things’.
I felt these three task were easy to complete, but it’s only easy when you know how! As previously indicated, for thing 10 I use Facebook and Twitter personally as well as professionally. My professional brand exists in the form of my LinkedIn profile, which I was happy to take the opportunity to update somewhat in conjunction with this task. As it happens I could spend more time updating my profile and should do, it’s on my to-do list! Collaborative tools made me feel at ease as I have used a number of them to collaborate. As with many of the tools, its deciding which is better, easier, faster; for me that was Teamwork.
Am I an online networker? Yes, I would put myself in this category. I promote my brand as well as communicate and collaborate online. I use Twitter to network professionally, communicating with colleagues and other like-minded professionals. I am conscious of my online presence and aware of how I conduct myself professionally online through my LinkedIn and Twitter profiles. I am confident that that there is a coherent connection between the two tools.
The tools for thing 12 focused on communicating and collaborating with others. I have used Teamwork, Google Hangouts, Skype for Business and Adobe Connect to collaborate with colleagues, in the past, based at other campus libraries as well as remote partners in other institutions and organisations. The joy of collaboration is many heads make light work, which I feel allows for seamless communication remotely. Teamwork is my preferred tool for this task. I am confident that I present an online persona that I am happy for other professionals to see.
I was comfortable using the majority of the tools mentioned in these three things. Although I did not take a look at Slack or Trello; I may in the future. I can confidentially declare I am in comfortable when communicating and collaborating remotely, or not.
Reflecting is about creating awareness, if you want to know if something is fit for purpose reflect on it. For Thing 9 we were asked to complete the tasks in Things 3, 7 and 8 and show a good understanding of the topics. I have completed the three ‘Things’ and believe I have accomplished a decent knowledge of the topics.
My reflection on Thing 3 is available in my Thing 6 reflection. I don’t know what I found harder reflecting on Thing 7 or doing Thing 7. Working in an academic library I found it challenging to complete the task of creating an online exhibition. The main reason for this was because digital exhibition allows institutions to put a collection or selection of material in the spotlight. If you search for visual exhibitions online, they are mainly historical, or heritage related. Our academic library does not house valuable manuscripts or cultural collections to promote, so after overlooking Thing 7 for some time I decided to choose a topic that I spend a vast amount of time seeking to promote; information literacy!
The exhibition aspires to attract students and other library users to be aware of our extensive collection of information literacy resources and consequently access and utilize them. In terms of accessibility the online exhibition will hopefully reach audiences that a counterpart physical exhibition could never achieve. OK it’s not a special collection; but information literacy is special to me!
Thing 8 was fun. I have used several tools to create infographics, for this task I choose Venngage. This tool is easy to use, free, fast and eye-catching. It’s also easy to be visual with other tool likes Canva and Piktochart which I use habitually for promotional purposes. I choose Venngage as I hadn't used this user-friendly infographic maker prior to the task so I thought I would challenge myself with a new tool that aids the creation of visually attractive infographics without being a graphic designer.
In evaluation I liked all three tasks. Thing 3; well where would we be without Google Images? Thing 8 showed me a new tool to create something that I am used of doing. Although I found Thing 7 challenging to begin with once I had chosen my topic the actual establishment of the online exhibition was straightforward, and I can definitely see its value.
In this critical reflection I will apply Gibbs’ 1988 reflective cycle. I believe Gibbs' reflective cycle is very useful in inspiring thinking on the different stages of my experience, helping me learn from my experiences.
The task is to write a reflective practice post concerning my experiences thus far with Rudaí 23, namely Things 3 to 5.
I used each of the tools from Things 3 to 5 prior to commencing Rudaí 23 so was confident that I could complete the tasks without difficulty.
I felt relatively at ease in advance of doing the three tasks. I felt proficient in the tools and impending tasks. I am constantly looking for images that are labelled for reuse for promotional material and social media so using Google images for Thing 3 was unproblematic. As a librarian I am aware of copyright and copyright restrictions and Creative Commons licenses; although an overview of the same is always good. In saying that I could have gone outside of my comfort zone for this task, in fact I rarely used the photo sharing website Flickr. Thing 4 was always going to be fun, I love PhotoFunia, which I based my Thing 4 on, but I also use Quik to create short videos to promote our library, so I was comfortable with this ‘Thing’. Thing 5 was all about video presentations and again I am au fait with video presentations, having created video screen captures with PowToon. I love PowToon, it’s so easy to use, it's more than a standard presentation which make it more fun and engaging for the viewer, a great way to share information.
The overall experience I had with Things 3 to 5 was positive. I felt the Things were all user-friendly, practical and Things 4 and 5 are very attention-grabbing. I did tend to rush in with my ‘Things’, I think that was because they felt familiar and comfortable. I perhaps need to go back over the advice given by the Rudaí 23 contributors; and restrain myself from starting any story or information sharing presentation without planning it first! Thus, it could be said that my time management fell short; more time should have been spent planning what I wanted to share rather than, essentially, trying to get the task done. Nevertheless, I believe that I completed the tasks to a respectable standard and know that I will continue to use all the tools I engaged with in Things 3 to 5. In fact, I am currently in the process of creating a learning object using PowToon for an assessment that I need to submit shortly.
The tasks were relevant and applicable to me as an information professional. All the tools can be used in my day-to-day job to communicate visually with library users, whether that be staff, students, external members or the public. I would have no hesitation in recommending any of the tools I used to complete the tasks, I liked them all and they’re all free; well the basics are anyway! PhotoFunia is such fun, the only downside I have with this online picture editing tool is that you cannot go back and edit an image that you have generated, if you wish to make changes you need to start again. Nevertheless, it doesn’t take long to regenerate an animated and fun image. I like the fact that PowToon continuously updates its props, characters and media.
I really enjoyed the three tasks. The fact that I had used all three tools in the past may not have benefited me as the three posts that formed part of the task we excellent. I will continue to use Google Images, PowToon and PhotoFunia in my professional role as well as for personal social communications. Communicating visually is easy when you have free, easy to use tools to steer you.
My aim is to be better organized to deal with taking on the next ‘Things’ for Rudaí 23. I intend to plan in advance, instead of hurrying to get the task finished as I admit I may have done thus far. The experience so far has made me realise that I am confident in using a variety of visual communicator tools and can adapt to the tool at hand, particularly if I take the time to read the entire post before beginning a new task…or ‘Thing’!
Gibbs G., 1988. Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
WRSLAI, 2018. Rudaí 23 [online] Available at http://rudai23.blogspot.ie.
Reflection is an important part of the learning process; reflection helps restructure experiences and create meaning (Blumberg 2015). The first thing that comes to mind when reflecting on the teaching and learning e-portfolio is that I have no formal teaching qualification. Almost the entire group were academics and initially I believed that I had chosen an unsuitable module, considering it to be aimed towards academic staff. However, the support and advice from the module facilitators and my literature review for the philosophy statement dispersed my adverse considerations. Consequently, I set out to create a flexible means to document my personal learning and development allowing me to showcase the importance of librarianship in higher education. Readers of my e-portfolio will not only gain an insight into my approaches, academic development and achievements, they will also discover how librarians working in academic institutions, work with, and for the benefit of their students, researchers, staff and external stakeholders. This in turn made me realise that my e-portfolio was not simply representative of me but of my profession and essentially the institute on the whole.
In making my learning visible online the most straightforward objective in beginning this module, given my web design experience, was choosing the platform to host the e-portfolio; I elected Weebly, which was easy to use, intuitive and visually pleasing. Fortunately, as systems librarian I endeavour to use technology for teaching and learning in library instruction; developing online tutorials and animations are examples of how I ‘aim to support, connect, and enhance efforts to build digital capacity to enhance and develop learning in Irish higher education Teaching and Learning in Irish education’ (NFETL 2015, pg. 8). I take advantage of YouTube, Facebook and Twitter to increase exchanges and build relationships with students and staff in a blended learning environment. Technology is ever changing, we need to embrace it and embed it in education; technology allows teaching and learning anytime, anyplace, anywhere!
The principal challenge I encountered was forming the information for the philosophy statement. I needed to look beyond the traditional roles of the librarian. Traditionally a librarian’s role centred on the storage and preservation of books and journals, cataloguing them so related materials are located next to each other. However, in reading the literature for my philosophy statement I discovered that the evolving roles of academic librarians has changed and as such I see myself as a ‘blended librarian’. The ‘blended librarian’ coined by Bell & Shank (2004) is an academic librarian who combines the traditional skill set of librarianship with the information technologist’s skills, and the educational designer’s capability to apply technology fittingly to teaching and learning practices.
I feel I adopt active learning in the information literacy sessions I deliver to first year students in the learning and innovation skills module. Active learning involves students actively participating in order to learn. In the session students must engage using their own devices; those that do not have devices can use the PC's available so the session is fully inclusive. I have employed a number of tools to encourage engagement in sessions including, Kahoot, Padlet and quizzes in Moodle. I found that students prefer the game-based learning platform Kahoot as it makes it fun to learn. Students are actively participating in learning and assessment without actually thinking about it and as it game based I find that peers get competitive. Nevertheless, I consider learning to be more effective using a combination of active and passive methods of learning; student need to acquire some information from me before we go onto using game-based learning platforms.
Librarians must add to our traditional role the ability to collaborate to improve student learning and assessment in the areas of information access and retrieval. Engagement in the module has made me think about curriculum and assessment, for the skills I teach as a librarian and as an educator. Teaching in the library is a professional undertaking. Just as other programmes are taught by a professional in that area, so the library programme is taught by a professional librarian. Students need to be provided with information literacy skills to make them proficient and successful learners, skills that are key to lifelong learning.
The e-portfolio module has taught me a valuable exercise in self-assessment; it has made me think about my attitudes and performance, I needed to assess myself before showcasing myself to others. The module helped me recognise gaps in my professional development and identify future professional development needs. Reflection allows us to learn from our experiences so in turn we can improve our professional development. My objective from now on is to stay focussed and current; one of the key benefits of creating an e-portfolio is that it builds over time; as you develop so too does your e-portfolio. The module may have come to an end but my e-portfolio will continue to develop as my learning and teaching initiatives and achievements persist.
Bain, K., 2004. What the best college teachers do. Cambridge, Mass.: Harvard University Press.
Bell, S. & Shank, J., 2004, The Blended Librarian: a blueprint for redefining the teaching and learning role of academic librarians. College & Research Libraries News [Online], 65(7): 372‐375. http://crln.acrl.org/index.php/crlnews/article/viewFile/7297/7297 [viewed 15 May 2017].
Blumberg, P., 2015, 'How Critical Reflection Benefits Faculty as They Implement Learner-Centered Teaching', New Directions for Teaching & Learning [Online], 144, pp. 87-97, http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=111555964&site=ehost-live&authtype=sso&custid=s2873033 [viewed 15 May 2017].
Cambridge, D., 2010, E-Portfolios for Lifelong Learning and Assessment. San Francisco, Jossey-Bass.
Mestre, L., 2012, Designing Effective Library Tutorials [Online]. http://ebookcentral.proquest.com/lib/gmit/detail.action?docID=1575078 [viewed14 May 2017].
NFETL, 2015, Teaching and Learning in Irish Higher Education: a Roadmap for Enhancement in a
Digital World 2015-2017 [Online]. Dublin: National Forum for the Enhancement of Teaching and
Learning in Higher Education, http://www.teachingandlearning.ie/wp-content/uploads/2015/03/Digital-Roadmap-web.pdf [viewed 15 May 2017].
Who knew writing a critical reflection was so time consuming....
Yes, I knew it had to be deep and meaningful;
Yes, I knew it had to focus on key learning's from my current module;
Yes, I knew I had to demonstrate critical thinking;
Yes, I knew I had to refer to literature and reference correctly;
No, I did not know it would take so long!
The moral of the story..... don't leave it until the last week of the module deadline to get critical!!!
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