This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices.,This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom.,The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place.,Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions.,This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning.,Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

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图书馆教学课堂中的反思

本研究旨在探讨反思性教学法在课程嵌入式图书馆教学会议中的应用（而不是一学期的学分制课程），作为促进研究实践转移学习的一种手段。将作文和修辞文学中发现的学习转移到传统的课程嵌入式图书馆教学教室中。反射作为结构化学习结构的应用可能有可能将图书馆教学教室转变为更可能进行迁移学习的环境通常，大多数用于转移学习的模型都是基于学期的课程，并且没有考虑到传统图书馆教学活动的缩略语境。这对理论的任何适应提出了挑战，由于图书馆的教学通常是一个或几个会议所孤立的事件。，本研究为希望让学生参与有可能促进迁移学习的实践的图书馆员提供了反思性教学法的结构。图书馆员在本学期正在练习反思性教学法。长期的信息素养课程，但除了评估目的的学生学习文档以外，很少有人在传统指导课程中使用反思。本文提供了一种理论，将反思性教学法扩展到传统的图书馆教学课堂，以期促进迁移学习。这项研究为希望让学生参与能够促进迁移学习潜力的实践的图书馆员提供了反思性教学法的结构。图书馆员正在为期一学期的信息素养课程中实践反思性教学法，但很少有人在传统的教学课程中使用反思用于评估目的的学生学习文档。本文提供了一种理论，将反思性教学法扩展到传统的图书馆教学课堂，以期促进迁移学习。这项研究为希望使学生参与能够促进迁移学习潜力的实践的图书馆员提供了反思性教学法的结构。图书馆员正在为期一学期的信息素养课程中实践反思性教学法，但是除了传统的教学课程外，很少有人使用反思性教学法。用于评估目的的学生学习文档。本文提供了一种理论，将反思性教学法扩展到传统的图书馆教学课堂，以期促进迁移学习。