Incorporating Mindfulness and Reflection into Information Literacy Instruction
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1220 B
Proposal
Mindfulness and reflective practice can be incorporated into information literacy instruction to create a more present, inclusive, and flexible learning experience. Rooted in the Buddhist tradition of meditation, mindfulness is non-judgmental moment-to-moment awareness. Mindfulness increases consciousness and reduces stress. Teachers can create an environment conducive to learning through mindfulness of themselves and their students. Instructors have begun realizing the pedagogical benefits of mindfulness and reflective exercises in their classrooms. Information literacy instructors can adopt these practices to enrich their experiences as teachers and the experiences of their learners. Deep listening and observation can lead to improved understanding and communication between librarians, other teaching faculty, and students. Managing expectations and self-awareness can alleviate teaching anxiety related to fear and unfamiliarity to help information literacy instructors be more responsive and innovative. Approaching the research process with non-judgment, compassion, and adaptability fosters a more open and accessible learning environment. A mindset of acceptance brings technology troubleshooting or information evaluation into a new perspective. Activities that foster being present enhance the instructor’s and the students’ ability to focus and clarify complex topics. Reflection enables information literacy instructors to assess and adjust their teaching to allow for even more meaningful instruction sessions in the future. This presentation will provide an introduction to the concept mindfulness and reflective practice, an example of an exercise in mindfulness, and practical techniques of how mindfulness can be adapted to information literacy instruction.
Short Description
Mindfulness and reflective practice can be incorporated into information literacy instruction to create a more present, inclusive, and flexible learning experience. Rooted in the Buddhist tradition of meditation, mindfulness is non-judgmental moment-to-moment awareness. Information literacy instructors can adopt these practices to enrich their experiences as teachers and the experiences of their learners. This presentation will provide an introduction to the concept mindfulness and reflective practice, an example of an exercise in mindfulness, and practical techniques of how mindfulness can be adapted to information literacy instruction.
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Hines, Mary; Willey, Malia; and Poole, Deborah, "Incorporating Mindfulness and Reflection into Information Literacy Instruction" (2015). Georgia International Conference on Information Literacy. 42.
https://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/42
Incorporating Mindfulness and Reflection into Information Literacy Instruction
Room 1220 B
Mindfulness and reflective practice can be incorporated into information literacy instruction to create a more present, inclusive, and flexible learning experience. Rooted in the Buddhist tradition of meditation, mindfulness is non-judgmental moment-to-moment awareness. Mindfulness increases consciousness and reduces stress. Teachers can create an environment conducive to learning through mindfulness of themselves and their students. Instructors have begun realizing the pedagogical benefits of mindfulness and reflective exercises in their classrooms. Information literacy instructors can adopt these practices to enrich their experiences as teachers and the experiences of their learners. Deep listening and observation can lead to improved understanding and communication between librarians, other teaching faculty, and students. Managing expectations and self-awareness can alleviate teaching anxiety related to fear and unfamiliarity to help information literacy instructors be more responsive and innovative. Approaching the research process with non-judgment, compassion, and adaptability fosters a more open and accessible learning environment. A mindset of acceptance brings technology troubleshooting or information evaluation into a new perspective. Activities that foster being present enhance the instructor’s and the students’ ability to focus and clarify complex topics. Reflection enables information literacy instructors to assess and adjust their teaching to allow for even more meaningful instruction sessions in the future. This presentation will provide an introduction to the concept mindfulness and reflective practice, an example of an exercise in mindfulness, and practical techniques of how mindfulness can be adapted to information literacy instruction.
