1. Reflection for learning:
understanding the value of
reflective writing for information
literacy development
Pamela McKinney p.mckinney@sheffield.ac.uk
Barbara Sen b.a.sen@sheffield.ac.uk

2. Research context
• Level 3 Undergraduate students studying
Business Intelligence at the Sheffield iSchool
• 13 students in total on the module, 9 agreed
to take part in the research
• Students learn about the value of information
to business in terms of supporting strategic
decision making
• Weekly 2 hour sessions featuring lecture,
inquiry and practical activities

3. Assessment
• 60% of the module mark: a group project to
investigate a real business information problem
proposed by a business partner client
• 20% of the module mark: a reflective analysis of
their contribution to the group exercise (800
words)
• 20% of the module mark: a reflection on their
personal information literacy development
through module activities

4. Module Learning Outcomes
• the types of, and channels for, information preferred by
businesspeople
• purposes for which external information can be used within
the organisation
• to understand models of information use within business
• to identify environmental factors affecting businesses and the
need to gather information about them
• to identify key types of business information
• to search selected business information sources effectively
• to locate, collect, analyse, and synthesise information
retrieved from a variety of sources into a client report
• [for information management students] to relate this learning
to what students have learnt about information management
and knowledge management in modules earlier in their
studies

5. Research aims and
objectives
Aims: To explore the relationship between reflective writing
and information literacy development through a qualitative
analysis of students’ reflective writing
Objectives
•To map reflective comments made by students onto the
information literacy landscape to understand where students
feel IL development has occurred
•To investigate using models of reflective practice how deeply
reflective students have been on the aspects of information
literacy expressed in the seven Pillars model
•To investigate the value of the Seven Pillars model as a tool
for supporting teaching & learning in Information literacy
•To investigate the extent to which module learning outcomes
related to IL development have been met

6. Conceptual Background
Models of Information Literacy
Models of Reflection

7. The SCONUL 7 Pillars
Students were invited to Use the 7 Pillars as a
framework for structuring their reflective writing on
their information literacy development

8. Support for
reflective writing
• Students have a 2 hour workshop timetabled
as part of the module activities to build
competencies in reflective writing
• Look at definitions of reflection and why it is
important in professional practice
• Introduced to models of reflection and levels
of depth of reflection
• Gain some practical experience of reflective
writing

9. What is reflection?
• “Reflection provides an active and structured way of
thinking and of facilitating professional
development.”
» Schon (1983)
• With this idea of reflection, reflection is not just an
abstract concept; it is dynamic (“active”), and
practical (“thinking and facilitating”), giving a
framework (“structured way”) for professional
change and development.

10. Models of reflection: Jenny Moon
1. Descriptive writing
– Descriptive and contains little reflection. May tell a story but generally
from one point of view.
2. Descriptive writing with some reflection
– A descriptive account that signals points for reflection while not actually
showing much reflection. What little reflection there is lacks depth.
3. Reflective writing (1)
– Description, but it is focused, with particular aspects accentuated for
reflective comment. Shows some analysis, some self‐questioning.
4. Reflective writing (2)
– Clear evidence of standing back from the event. Shows deep reflection.
Self‐questioning, and the views and motives of others are also taken into
account. Observation that learning has been gained.

11. The Reflection Dynamic – Sen (2010)
What change is
needed?
How will the
change be achieved?
Reflect on the
success of any change.

12. SEA‐change Model of Reflection
Context, data, information and knowledge

13. SEA‐change model of reflection – evidence at the heart
Sen & Ford (2009)
CHANGE (behaviour, needs, learning, situation)

14. Methodology

15. Methodology
• Analysis of reflective writing to explore
relationship between IL & reflection
• Looking for evidence that Learning Outcomes had
been met and that teaching had been effective
• Analysed depth of reflection across aspects of IL
covered in 7 Pillars model: mapping the IL
reflective landscape
• Looking for evidence of reflective practice
corresponding to Jenny Moon model & SEA‐
change model

16. Findings

17. •Storing & sharing information (U) Recognise a need for information (A)
•Different ways of presenting information (U) Take personal responsibility (A)
•Summarising information (A) Background information (A)
•Analyse & present (A)
•Synthesise (A) Identify available search tools (A)
•Communicate (A) Matching information to
Identify information need (A)
Using new tools (A)
Present Scope
INFORMATION
•Need to keep LITERATE PERSON
systematic
records (U)
Manage Plan
(A)Has ability to
(U) Has understanding of Range of search techniques
(U)
Difference between different
Gather search tools (U)
Evaluate Using different search
strategies (U)
Search techniques (A)
•Critical reading (A) Using specialist tools (A)
•Choosing suitable material for search topic (A) •Collaborative tools (U)
•Assessing quality, accuracy, relevance (A) •Difference between free &
•Critically appraising & evaluating findings (A) paid for resources (U)

18. The information literate person
Pillars Understanding of Ability to
Identify •Recognise a need
•Take personal responsibility
•Identify background information
Scope •Identify available search tools
•Matching information to information needs
•Using new tools
Plan •Range of search techniques •Search techniques
•Difference between different search •Using specialist tools
tools
•Using difference search strategies
Gather •Collaborative tools
•Difference between free and paid
sources
Evaluate •Choosing suitable material for search topic
•Assessing, quality, accuracy, relevance
•Critical reading
•Critical appraisal evaluative findings
Manage •Need to keep systematic records
Present •Storing and sharing information •Summarise information
•Different ways of presenting information •Analyse and present
•Synthesise
•Communicate

19. Examples of evidence from reflections
mapped onto the SEA‐change model
SEA‐Change Model Student reflections
SITUATION I believe that recognising the need for information is one of the
hardest aspects of searching for Information. If I don't fully
understand what the topic is or what I am looking for then I am
unable to effectively identify an information need. When
searching for information for the businesses intelligence group
work I was faced with a challenge. (Student 1)
EVIDENCE I have learnt about information sources I didn't know existed,
which proved useful in researching businesses and markets. I
wouldn't have without the business intelligence module.
(Student 1)
ACTION I feel I could have put more effort into searching for more
reputable sources …I need to focus on this as a weakness in
order to improve. (Student 1)

20. Back to the Reflection Dynamic
What change is
needed?
How will the
change be achieved?
Reflect on the
success of any change.

21. Back to the Reflective Dynamic
PAST
“As a group we felt
the MINTEL of reports
were greater
importance so “I felt that the qualities I had
referred to these learnt from being a mature
sources more.” student and various
(Student 3) employment positions added
significance to our group.”
(Student 5)
PRESENT
“I have learnt about information sources I
didn't know existed, which proved useful in
researching businesses and markets. I
wouldn't have. I will definitely be using these
sources more in the future.” (Student 1)
FUTURE

22. How deeply reflective have
students been?

23. Depth of reflection in
“identify”
Although this was
achieved in a moderate My information needs,
manner, I think grew as I first had to learn
personally we should what a social enterprise
3 1
have strengthened the was (IL8)
3
explanation of the 1
information need for
the business, as on 3 1
several occasions we Identify Prior to the interview I had to
struggled to fully use this information and carry
3 out further research to expand
understand the task 1
my knowledge of the
that was set for us, company’s background and the
3
resulting in later stages 2 E‐learning market. However,
to go back to recognizing 2
viewing E‐learning from a
the information needs of company’s perspective as
the company. (IL6 ) product I was able to identify
possible questions we could as
during the interview to clarify
the company’s business
intelligence need areas. (IL7)

24. Depth of reflection in
To begin with my strategy would
“Scope”
just involve a basic Google search
and in the process I found myself
gathering the information solely
from company websites; however
I knew deep down that more 1
sources would be needed. It 4 2
would appear that I did not
establish the correct sources for
my need. I began to feel the
4 Scope 2
pressure because the inability of
me to find good quality
information would have a direct
effect on the overall quality of 3 2
work I produced and therefore 3
the group. I eventually changed
my search strategy and began to
search MINTEL after a fellow
group member shared their
success of using it with me. (IL3

25. Depth of reflection in “Plan”
I also should have
perhaps
constructed more 1 I used a basic
3 1
complex searches plan to
that used phrases 3 1 search for
and the different
other specialised 3 1 types of
commands. It is information
evident that my Plan 1 although
search strategy 2
much was
formulisation from the
needs improving. I 1
2 same source.
also learned that I I feel this
need to be more 2 2 isn't a
2
open minded negative
when constructing thing as it
search strategies worked. (IL1)
and carrying out
searches. (IL3)

26. Depth of reflection in
“Gather” and “Manage”
3 1 To improve this area I would personally
have liked to use more tools in which
all of the group could have helped
synthesize one document (a wiki). (IL6)
1 Gather 1
1
1 1
I wasn't able to find the exact
information as it required large Manage
payments which wasn't 2 2
feasible. (IL1)
I have experiences of data and file lost while my computer has
broke down….In order to prevent this happen to me again, I have
found a software called DROPBOX which give me a instant
synchronizing of my work and it has been working really great.
(IL2)

27. Depth of Reflection in
“Evaluate”
I discussed certain Correct information
quality issues of and good style of
information with presentation are very
my group, mainly 3 1 1 important for client,
due to their 2 1 therefore I mostly
relevance to the 2 look at the website
research. This 1 layout to see whether
resulted in some 2 they are formal or not
information being 1 before I use the
replaced or 2 Evaluate information source
removed from the 1 from them. (IL2)
presentation. I feel 2
that I was 2
respected for doing 2
2
so, as it made for a 2 2 2 2
more relevant and
direct presentation
with better quality
information. (IL1)

28. Depth of reflection in
In contrast, I believed “Present”
that the report
required a different
approach. It required
more formal and
objective writing. In 4 1
the report the 4 2
information was
organised in a
2
structured way with 3 Present
the appropriate
evidence and 2
3
citations. ….. On
reflection, perhaps in
3 2
some circumstances
graphs and tables 2
may have been more
appropriate for the
competitor analysis in
the presentation.

29. How deeply reflective have
students been?
• Students could demonstrate that they had
“ticked the box” in terms of meeting an element
of a pillar without being very deeply reflective
(Gather & Evaluate)
• Some clusters of deep reflection (Scope &
Present)
• Deep reflections showed genuine growth in IL
capabilities, negotiation & discussion with peers
and ability to stand back from the events and
identify changes for the future

30. Some thoughts on the 7
Pillars model
• There are aspects of IL revealed by the reflections
that are not fully expressed by the Seven pillars:
e.g. the idea that information needs need to be
evaluated and changed during an information
search process, dependent on the information
that is found.
• When the students discuss comparing &
evaluating information they often compare and
evaluate the sources rather than the quality of
the information content
• There is no need to cover the breadth of all the
pillars in one learning task, but there is a need to
consider at programme level

31. Learning Outcomes (LO) for the Module INF304 Business Information. LO1‐LO8 are for the module
as a whole. LO5‐LO7 are specific to this assignment – the written reflection. By the end of the module
students will have learnt:
LO1 - the types of, and channels for, information preferred by businesspeople
LO2 - purposes for which external information can be used within the organisation
LO3 - to understand models of information use within business
LO4 - to identify environmental factors affecting business information
LO5 - to identify key types of business information
LO6 - to search selected business information sources effectively
LO7 - to locate, collect, analyse, and synthesise information retrieved from a variety of sources into a client report
LO8 - [for information management students] to relate this learning to what students have learnt about information
management and knowledge management in modules earlier in their studies
Learning Outcomes (LO)
Student LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8
(S)
S 1       
S2    
S3      
S4      
S5     
S6    
S7      
S8     
S9   

32. To conclude…

33. Student’s final reflections
• On the tasks: “I have learnt about information sources
I didn’t know existed…I wouldn’t have without the
business intelligence module. I will definitely be using
these sources more in future.”
• Overall, I am confident that we have conducted a well
processed project and have indeed added value to our
business client…I hope they agree..!”
• “I was able to learn the value of commanding a good
understanding in gathering business intelligence.”
• “ I felt we dealt well with the challenges encountered.”

34. Students’ final reflections
• On Information literacy: “…SCONUL’s seven pillars of
information literacy had a big impact on our report as
we definitely thought about the different stages when
planning out how we were going to collect and obtain
the information we needed…”
• On the role of reflection in IL: “I believe I have been
aware of information literacy throughout my course,
nonetheless, carrying out this reflective report has
enabled me to further deepen my understanding. It
has helped me understand the competencies and
reflect on how I can become more information literate
in future.”

35. Tutors’ final reflections
• Models of IL and reflection are useful theories
to underpin and explain practical tasks
• The evaluation has helped identify where
learning outcomes are not always achieved
• The reflective approach helps us to consider
how we might be able to improve our
teaching and support our students more
effectively
• Identified a need to re‐write module LOs to
more closely align with 7 pillars

36. Key messages
• The seven pillars model has value in making
explicit to students the breadth & depth of what
we call “Information Literacy”
• Models of reflection help make reflection more
tangible for students and provide a framework
for reflective practice
• Reflective practice helps embed deeper learning
and makes IL development explicit
• The models of reflection and the Seven Pillars as
used in this context seem to complement each
other.

37. Summary – looking back at our
aims and objectives
We have: explored the relationship between reflective writing
and information literacy development through a qualitative
analysis of students’ reflective writing
•The mapping of student comments onto the information
literacy landscape revealed IL development has occurred in
terms of their understanding and ability.
•The models of reflective practice encouraged deep reflection
in relation to IL
•The Seven Pillars model was of value as a tool for supporting
teaching & learning in Information literacy as identified in
student reflections
•The evaluation provided a means of assessing how well the
module outcomes has been met in terms of the students’ IL
development relevant and to the focus of the module – a
business intelligence context.

38. Thank you
Questions