Crego-Emley, AmandaVaandering, Alicia G.Cassaday, Chris2024-10-082024-10-082024-06-03https://hdl.handle.net/20.500.14394/54939How do you move forward to improve your teaching approaches and pedagogical decisions over time? Research has shown that reflective teaching provides instructors with opportunities to examine their classroom teaching, learning objects, and assessment. This reflection can inspire strategic new approaches, guide changes that improve student learning, and promote a holistic evaluation of instructional practice. For academic library instructors, dedicating time to reflective work can be challenging, but participating in this work as part of an iterative practice, either independently or within a community, can improve accountability, strengthen departmental collaboration, and foster exciting new ideas. In this session, a team of librarians will discuss how they implemented a collective reflective teaching practice to improve student outcomes, share ideas across class sections, and make iterative improvements to a semester-length credit-bearing information literacy course. We will profile our community of practice, sharing the documentation that structures our regular reflective teaching entries and discuss how we’ve leveraged this practice to make meaningful changes to our pedagogy and teaching materials. Our reflective teaching tool was adapted from a prior reflective practice focused on one-shot and embedded librarianship, so though our presentation profiles reflective teaching in a credit-bearing course, our approach and documentation are applicable to a diverse array of instructional contexts. As part of this session, participants will engage with the presenters and with one another as they consider how to leverage reflective teaching practices to build community and conversation around pedagogy at their own institutions. We will share a template version of our reflective teaching form that participants can tailor to their own instructional needs and priorities.Presentation