Monthly Archives: December 2016

Critical reflection: post-chat materials

In case any of you still want to dive deeper, here’s a bibliography of further readings on critical reflection, suggested before, during and after the December 19, 2016 #critlib chat:

Chat announcement: http://critlib.org/critical-reflection-chat/

Storify of chat: https://storify.com/lisahubbell/critlib-chat-on-critical-reflection-12-19-2016

Blog posts shared before chat:

Authors and schools of thought mentioned during chat and in blog posts:

  • Bell hooks articles on Buddhism at http://www.lionsroar.com/author/bell-hooks/
  • Bolman/Deal leadership frames
  • Buddhism
  • Consequentialism
  • Cultural studies
  • Intersectional feminism for planning
  • Kraschen/Vygotsky for teaching
  • Lave/Wenger community of practice
  • Quakerism
  • St. Ignatius
  • Thích Nhất Hạnh
  • UW’s Center for Engineering Learning & Teaching depts.washington.edu/celtweb/

Readings mentioned during chat and in blog posts:

  • Arnold, H. (2016, August 2). Critical work: Archivists as Maintainers. Retrieved from http://hillelarnold.com/blog/2016/08/critical-work/
  • Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
  • Bolton, G. (2005). Reflective practice: Writing and professional development. London: Sage Publications.
  • Booth, C. (2010, April 30). Build your own instructional literacy. Retrieved from American Libraries, https://americanlibrariesmagazine.org/2010/04/30/build-your-own-instructional-literacy/
  • Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association.
  • Boyle, C. (2016, January 16). …something like a reading ethics…. Retrieved from #NoBlogDeal, http://caseyboyle.net/2016/01/16/something-like-a-reading-ethics/
  • Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
  • Cameron, J. (1992). The artist’s way: A spiritual path to higher creativity. Los Angeles, CA: Jeremy P. Tarcher/Perigee.
  • Drake, J. M. (2016, April 6). RadTech meets RadArch: Towards a new principle for archives and archival description – on Archivy. Retrieved from https://medium.com/on-archivy/radtech-meets-radarch-towards-a-new-principle-for-archives-and-archival-description-568f133e4325#.vlk45cjtn
  • Gardner, F. (2014). Being critically reflective: Engaging in holistic practice. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
  • hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
  • Horn, V., & williams, angel K. (2016, June 18). Talking race, love, and liberation by Buddhist Geeks. [Audio interview.] SoundCloud. Retrieved from https://soundcloud.com/buddhistgeeks/talking-race-love-and
  • Kapitzke, C. (2003). Information literacy: A positivist epistemology and a politics of outformation. Educational theory, 53(1), 37-53. Retrieved from http://eprints.qut.edu.au/5876/1/5876.pdf
  • Linn, D., Linn, S. F., & Linn, M. (1995). Sleeping with bread: Holding what gives you life. Mahwah: Paulist Press.
  • Mann, M., & Benjamin, D. (2009). #3: The Second arrow. [Audio interview.] Back to Work. Retrieved from http://5by5.tv/b2w/3
  • Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers.
  • Morrison, T. (2011). Toni Morrison – Nobel Lecture. Retrieved from http://www.nobelprize.org/nobel_prizes/literature/laureates/1993/morrison-lecture.html
  • Pratt, D. D. (2015). Five perspectives on teaching: Mapping a plurality of the good. Malabar, FL: Krieger Publishing Company.
  • Pratt, D. D., & Collins, J. B. (2014). Teaching perspectives inventory. Retrieved from http://www.teachingperspectives.com/tpi/
  • Rahula, W. S. (n.d.) The Noble Eightfold path: Meaning and practice. Retrieved December 21, 2016, from Tricycle, https://tricycle.org/magazine/noble-eightfold-path/
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Stoddart, R. A. (2015). Currere as a Method for Critical Reflection in the Profession of Academic Librarianship. Retrieved from Boise State University Theses and Dissertations. Paper 1054. http://scholarworks.boisestate.edu/td/1054
  • Suzuki, S., & Dixon, T. (1970). Zen mind: Beginner’s mind. New York: Walker/Weatherhill.
  • Tan, C.-M. (2012). Search inside yourself: The unexpected path to achieving success, happiness (and world peace). New York: HarperOne.
  • Tworkov, H. (1992). Agent of change: An interview with Bell Hooks. Retrieved from Tricycle, https://tricycle.org/magazine/agent-change-an-interview-with-bell-hooks/
  • Warner, B. (2015). Hardcore Zen: Punk rock, monster movies, & the truth about reality. Somerville, MA : Wisdom Publications.
  • Watts, A. (1957). The way of Zen. New York: Pantheon.
  • Watts, A. (1996). This is IT: And other essays on Zen and spiritual experience. London: Rider.

Tools mentioned in blog posts

Further readings collected in advance of chat:

Critical reflection: pre-chat materials

Just to duplicate documentation, this is the text that was posted at http://critlib.org/critical-reflection-chat/ for the recent #critlib chat on critical reflection.

73rd chat, Monday December 19 2016: critical reflection
11am Pacific / noon Mountain / 1pm Central / 2pm Eastern / 7pm GMT

Moderated by @lisahubbell
Storify by @lisahubbell

Critical reflection: questions and techniques for writing or group discussion to examine our practices

Critical reflection is an essential tool for raising our awareness of how we put theories into practice, and for conscious improvement on an ongoing basis. It can be done through writing, or out loud with others in “critical friend” relationships. It is used in the Ignatian Catholic practice of examen to look back on each day, and often recommended as a professional development tool for practitioners in education, nursing, organizational development, and other fields.

Discussion questions:

  • Q1. How/when do you build in time to reflect on your own work/praxis? Frequently, sporadically, in certain settings/circumstances? #critlib
  • Q2. Have you found any tools, practices, habits that spur such reflection for you? Is your approach more structured or free-form? #critlib
  • Q3. Do you examine your work, strivings, failures in light of specific theories, models, questions? How do you engage with them? #critlib
  • Q4. What challenges or obstacles do you encounter in using critical reflection in practice? How do you overcome them? #critlib
  • Q5. Does reflection propel you to shift your thinking, to take action? By itself, or combined with other input? If not, what does? #critlib

Definitions:

Suggested readings:

Sample questions for reflective writing:

The readings below offer a range of sample questions for reflection. You may want to try using some of these before the chat. If you’re inspired to blog about your experience with critical reflection as a practice, feel free. You may also want to keep your writing or sharing private, and vent to your heart’s content.

Suggestions for further reading will be sent out with Storify after the chat.

Critical Reflection: more on teachings and tools

This is a second blog post in preparation for the #critlib chat next Monday 12/19. Time, questions, suggested readings, and sample questions here.

I have a sense of my last post as trying to hold a fairly open container, inviting others to think about their own forms of critical reflection without getting too specific about what has shaped my own. Of course there are also some teachings that have influenced my practices.

Growing up Quaker (the most defining part of my identity) instilled in me a long and patient sense of time. Quakers can take minutes or months or even years to reach a decision, letting it “season” until all voices have been heard and the group as a whole can agree on what feels like right action. Quakers do not have a creed, but acknowledge values (like peace, equality, and integrity) as testimonies to live up to, and use queries to reflect (in silence or out loud together) on how our lives and experiences reflect these testimonies. I’ve gotten very used to asking myself and others in that community similar kinds of questions over the years, and recognizing that the answers can be different in any moment.

Years ago, a friend introduced me to the Catholic practice of examen, taking time in the evening to look back on the day for high and low points. This is based on an “examination of conscience” from St. Ignatius’ Spiritual Exercises. My first exposure to it was a short and sweet book called Sleeping with BreadThe Linns recommend using paired questions, either in writing or conversation, and their suggested wording is non-religious and loose enough to invite making up what fits for you. I have used this off and on as an evening writing practice, adapting the questions whenever something else felt more alive. Sometimes I have also written a short daily gratitude list. Both of these practices have shown me patterns in when I feel most true to myself, what I want more or less of in my life, which issues could use more attention and growth.

One of my favorite classes in library school was Transformative Learning and Technology Literacies with Michael Stephens. We used Char Booth’s Reflective Teaching, Effective Learning as one textbook, worked in groups to design online courses for working librarians, blogged from question prompts, and developed and shared personal learning networks. The course was built around Jack Mezirow’s concept of transformative learning, and assignments built on each other to encourage metacognition about our own learning. When Char Booth spoke to the class, she described how she had used her own USER method to design the lesson she was currently presenting to us. The process of reading, applying theories to real-world projects, writing reflectively about all of this, and responding to how my fellow students were engaging with the same ideas and tasks, multiplied what I got out of the class. I would love to have more of my own learning and teaching go to that “meta” level of reflection.

My work as an academic librarian (a second career launched about three years ago) has been on very small campuses. Past teaching, presenting, content preparation, and study of learning theory give me some idea of what I want to accomplish in instruction sessions. But with very few classes to work with, once or twice a year,  I want to learn as much as I can from each group session. Structured tools like Booth’s USER method and three-question reflection offer practical support for planning and improving on my teaching.

One of the tools I have found most fruitful to apply is Stephen Brookfield’s critical incident questionnaire. Beyond classroom teaching, I turn to it for my own “learning moments” after the kinds of interactions that leave me wondering what went wrong. I appreciate that it has separate questions for what happened, for the feelings that came up, for what was positive and negative, and lays out all of that for me to consider what I have learned and what I might do differently the next time. On our small campus, I will keep seeing and interacting with everyone, and the critical incident questionnaire has helped me every time to face and move through whatever is awkward. Usually there is some opportunity shortly after I’ve used it for some action that transforms what went wrong: I can reach out in a positive way, check in if that feels appropriate, even extend an apology if needed.

I wish I had a more intentional practice for reflection on what I read. On paper or in Notability on the iPad, I often mark important passages with a vertical line or my own subject headings in the margins, occasionally jotting down questions or comments. I’ve enjoyed a few opportunities for collaborative online annotation of texts in hypothes.is and of videos in Vialogues.

Any favorite tools for reflection? I would love to hear how others process and learn from what comes up in your day-to-day work or study or activism, and anything you have found that helps to focus or deepen what you are learning.

 

Critical Reflection (seeding the 12/19 #critlib chat)

I’ve been keeping a journal since about junior high, mostly free-form. I find that writing regularly (when I do) helps to surface what’s working on me. The act of writing by hand, and the visual feedback of seeing things on the page, move me through and beyond churning the same ideas and questions around in my head. Having a structure for the writing doesn’t seem to matter if I keep showing up regularly. As Julia Cameron describes in The Artist’s Way, breakthroughs can appear partway through stream-of-consciousness writing if you stick with it for enough pages and enough days on end.

But I also find structure very helpful. For decades, my New Year’s Eve ritual with friends has involved each of us writing down what we’re ready to let go of, what we want to carry with us into the new year, and what we welcome into our lives. We can share this out loud if we want it to be witnessed, cheered on, supported. On a more day-to-day basis (as time permits) I make a habit of using questions to look ahead at my plans for the day, and often to reflect back on how things went, what I accomplished or learned, what I still need to work on.

Over the past 20 months on #critlib chats, I’ve noticed that many of us dive in at breakneck speed, some squeezing in references to theory, recent blog posts, literature on librarianship and teaching and related fields. Newbies might lurk, or comment on how hard it is to keep up, or wonder if they’re in the right place if they don’t know a lot of the references. (Probably yes, just keep skimming and ask questions or respond, and follow up over time on anything you’re curious about.) Some folks who do apply theory to their work mention using critical reflection to engage more deeply with what they’ve read. Some talk about praxis, as if theory and practice are usually intertwined in their work.

praxis-from-m-w

I love the range of inspiration shared in a good conference or a #critlib chat, but am convinced that I also need a slower pace to deeply and personally integrate the kinds of ideas that fly by and spark so quickly with colleagues. And this draws me to exploring and using critical reflection.

I have long been curious about what critical reflection looks like in practice for each of us, and what we can learn from each other about it. Do we:

  • Write marginalia to “talk back” while we read?
  • Talk through ideas with others to digest what we’re learning?
  • Write about situations to propel ourselves toward learning or action?
  • Sit quietly to think things through, or see what rises up to work on?

Do any of us have specific tools or practices that might be useful to others?

I’ve shared some brief articles and sample questions (as well as the scheduled time in different time zones) on the page for the #critlib chat coming up Monday, December 19. Feel free to dive in and get your feet wet with whatever you’re drawn to there. I hope you can participate in the chat, and will share a Storify if you want to catch up on it afterwards. If you’d like to expand on your ideas in blog form rather than Tweets, please share a link to your post in the comments below.