This paper explores the practice of keeping a reflective teaching journal to improve classroom instruction. Reflective practice and journaling have a rich tradition in the teacher education field. Accordingly, the teacher education literature provides the starting point for this case study of keeping a reflective teaching journal for library sessions given to first semester freshmen enrolled in a learning community. The journaling process proved useful by helping to improve instruction while also providing a mechanism to link theory with practice.
Tompkins, Elizabeth K. "A Reflective Teaching Journal: An Instructional Improvement Tool for Academic Librarians." College & Undergraduate Libraries 16.4 (2009): 221-38. Print.