Reflective practices intersect with the growing interest in critical information literacy and the new Framework’s focus on conceptual learning. Composition programs also already engage in reflective practices, so assessing students using these types of assignments can lead to more meaningful faculty/librarian partnerships. This poster discusses a pilot assessment project designed to answer the following questions: Can reflective writing help students think about research as an iterative process that is connected to the writing process? Will that changed thinking improve students’ research and ability to integrate sources into their papers?
Gordon, Larissa and Schall, Daniel, "Reflective Writing and the Research Process" (2016). Library Faculty Scholarship. 14.