Abstract
This paper presents the SEA-change model of reflection. It was developed to support the growing interest in reflective practice within the library domain. The model was developed from experience gained teaching and training reflective writing to students and practitioners within librarianship. The model was tested using data gathered from the reflective journals of 22 MA Librarianship students, who submitted 116 reflective journal entries from October 2007 to May 2008. The model has three core process elements: a consideration of the situation (S); consideration of the evidence used during the practice of reflection (E); and action (A) needed as a result of what has been learnt from the reflective process. An earlier study identified significant benefits that could be gained from engaging in reflective writing, particularly in relation to student learning outcomes, self-development and empowerment. These outcomes, identified as change or the need for change are integrated into the SEA-change model. Reflection is discussed in relation to teachers or mentors applying a progressive "de-scaffolding" approach to learning support in order to facilitate student autonomy. Further validation of the model is recommended in a range of different settings. The model provides a framework for the teaching, support and guidance of reflective practice.