TY  - JOUR
AB  - Purpose This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices.Design/methodology/approach This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom.Findings The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place.Research limitations/implications Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions.Practical implications This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning.Originality/value Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.
VL  - 47
IS  - 3
SN  - 0090-7324
DO  - 10.1108/RSR-04-2019-0023
UR  - https://doi.org/10.1108/RSR-04-2019-0023
AU  - Whitver Sara Maurice
AU  - Riesen Karleigh Knorr
PY  - 2019
Y1  - 2019/01/01
TI  - Reiterative reflection in the library instruction classroom
T2  - Reference Services Review
PB  - Emerald Publishing Limited
SP  - 269
EP  - 279
Y2  - 2024/09/23
ER  -