Poster 21:

Radical Listening and Dynamic Reflection: Eliciting the Student Voice in Diverse Classrooms

Heather Ball, St. John’s University & Kate Simpson, University of Glasgow

The ability to reflect on one’s own learning is a foundational skill, but there is limited empirical research on how to engender the skill (Alt, Raichel & Naamati Schneider, 2022). Our poster evidences three distinct ways to support students to participate in and value self-reflection. We know from our own multidisciplinary practices (Library Studies, Children’s Literatures & Cultures, and Digital Humanities) that thinking positively about their own pedagogy can be a radically positive experience for students (Schreiner 2010; Morris 2026). The following examples show what that looks like in practice and discusses some of the decisive outcomes of such practice.