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alternative to the Minute Paper  \nKellie Meehlhause  \nUniversity of Minnesota, Morris  \nFor almost 40 years, the Minute Paper has been a quick and easy means of learning assessment, both in the college classroom and in library instruction. More recently, the use of social media, particularly selfies, has gained popularity by connecting with students through the technology with which they are most familiar. This article makes the case for combining the Minute Paper and selfies in order to gain an insight into students’ skill development and retention after a library session. Adaptable to a variety of classes and learning outcomes, the activity enables students to actively use the skills they have learned, rather than passively reflecting on them.  \n[PERSPECTIVES EDITED BY CAROLYN GAMTSO]  \nMeehlhause, Two Parts Reflection, One Part Selfie Communications in Information Literacy 10(1), 2016  \nINTRODUCTION  \nFor academic libraries, the so-called“Minute Paper” provides a quick and easy method of gathering library instruction feedback and measuring the effectiveness of a particular session through short, instructor-posed writing prompts. However, it may be noted that beyond student selfreflection of the learning experience, this assessment technique doesn’t actively measure retention or the use of the information and skills presented, especially in a one-shot session (Cunningham, 2006) . Moreover, the Minute Paper’s textual format doesn’t account for alternative learning styles and means of reflection. To remedy these weaknesses, and to gain abetter understanding of how students transfer what they learned in the library to their research assignments, librarians at the Rodney A. Briggs Library at the University of Minnesota, Morris (UMM) added a visual and creative component to the Minute Paper in the form of a book “selfie” (or“shelfie”, as some in the library community call it), a self-taken photo of the student and his or her research material. This essay discusses the use of selfies in information literacy (IL) assessment, as well as their potential applications in other library departments.  \nLITERATURE REVIEW  \nMinute Paper  \nAs is often the case with pedagogical tools, the Minute Paper has developed organically over the last 40 years. Alternatively called the “One-Minute Paper” or the “Half-Sheet Response,” the device is believed to have been conceived by University of California at Berkeley Professor Charles Schwartz in  \nthe late 1970s (Holtzman, 2007, p. 97) . Atthe end of each lesson, Schwartz’s students would hand in a sheet answering the following questions: “What was the most significant thing I learned today?” and“What question is left uppermost in my mind after this lecture?” (Schwartz, 1991) . The answers to these questions would not be graded, however, as Schwartz merely wanted to record who was in class that day. Yet, what began as a practical means of tracking attendance in a large lecture class soon became a source of “marvelous feedback” as well as “an important part of the students’ learning process” (Schwartz, 1991) . Schwartz states:  \nStudents who were uncomfortable about speaking up in class could express their questions and their ideas more freely. Students could disagree with the teacher in a non-threatening way. I would occasionally read portions of the students' minute papers back to the class, so that students could appreciate the diversity of views held by their peers, and this sometimes led to further illuminating discussion. (Schwartz, 1991)  \nWilson (1986) and Cross & Angelo (1988)  \n—two early promoters of the Minute Paper—highlighted this simple, two-way flow of information as one of the most effective classroom-based assessment techniques. While the first question encourages students to reflect on what is being taught, the second question indicates any gaps in understanding, thereby allowing instructors to","cbCaili12TQzKNPM","https://ap.wps.com/l/cbCaili12TQzKNPM","pdf",613718,"English","# Introduction\n# Literature Review\n## Minute Paper","[{\"question\":\"What is the Minute Paper used for in academic libraries?\",\"answer\":\"The Minute Paper is used to collect quick feedback through short writing prompts and to measure the effectiveness of a library instruction session.\"},{\"question\":\"Why do the authors propose adding selfies to the Minute Paper?\",\"answer\":\"The proposal aims to address weaknesses of the text-only Minute Paper—especially limited insight into retention—and to account for alternative learning styles and reflection methods.\"},{\"question\":\"What is a “selfie” or “shelfie” in this context?\",\"answer\":\"It refers to a self-taken photo of the student and their research material, used as a visual component to support information literacy assessment.\"}]","TWO PARTS REFLECTION, ONE PART SELFIE - Volume 10 - Perspectives | PDF",23]