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Article: Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review

TitleReflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review
Authors
KeywordsReflection
Reflective practices
Higher education
Challenges
Reflection literacy
Issue Date2021
PublisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706817/description#description
Citation
Educational Research Review, 2021, v. 32, p. article no. 100376 How to Cite?
AbstractIt is well established that the use of reflections influences and supports learning in important ways. However, student-learning, teacher-pedagogical, institutional, and sociocultural factors can hinder initiatives to promote student reflection in universities. This literature review aims to provide an overview of the challenges of encouraging reflection in higher education through a multilevel perspective. Based on the analysis of 66 selected empirical and non-empirical articles, the results show that there is a reciprocal relationship between barriers that occur at the macro and micro levels. In addition, it is found that reflection literacy is necessary at all four levels to overcome the barriers identified. The multilevel framework is proposed as a model for coordinating institutional efforts to address the challenges of reflection and upon which a shared discourse can be developed by key stakeholders who are interested in promoting reflective practice in higher education.
Persistent Identifierhttp://hdl.handle.net/10722/295877
ISSN
2021 Impact Factor: 10.207
2020 SCImago Journal Rankings: 3.277
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, CKY-
dc.contributor.authorLEE, KWK-
dc.date.accessioned2021-02-08T08:15:18Z-
dc.date.available2021-02-08T08:15:18Z-
dc.date.issued2021-
dc.identifier.citationEducational Research Review, 2021, v. 32, p. article no. 100376-
dc.identifier.issn1747-938X-
dc.identifier.urihttp://hdl.handle.net/10722/295877-
dc.description.abstractIt is well established that the use of reflections influences and supports learning in important ways. However, student-learning, teacher-pedagogical, institutional, and sociocultural factors can hinder initiatives to promote student reflection in universities. This literature review aims to provide an overview of the challenges of encouraging reflection in higher education through a multilevel perspective. Based on the analysis of 66 selected empirical and non-empirical articles, the results show that there is a reciprocal relationship between barriers that occur at the macro and micro levels. In addition, it is found that reflection literacy is necessary at all four levels to overcome the barriers identified. The multilevel framework is proposed as a model for coordinating institutional efforts to address the challenges of reflection and upon which a shared discourse can be developed by key stakeholders who are interested in promoting reflective practice in higher education.-
dc.languageeng-
dc.publisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/706817/description#description-
dc.relation.ispartofEducational Research Review-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectReflection-
dc.subjectReflective practices-
dc.subjectHigher education-
dc.subjectChallenges-
dc.subjectReflection literacy-
dc.titleReflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review-
dc.typeArticle-
dc.identifier.emailChan, CKY: ckchan09@hku.hk-
dc.identifier.authorityChan, CKY=rp00892-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1016/j.edurev.2020.100376-
dc.identifier.scopuseid_2-s2.0-85099498742-
dc.identifier.hkuros321180-
dc.identifier.volume32-
dc.identifier.spagearticle no. 100376-
dc.identifier.epagearticle no. 100376-
dc.identifier.isiWOS:000643496400002-
dc.publisher.placeNetherlands-
dc.identifier.issnl1747-938X-

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