Traditional conceptualisations of the library profession have been challenged due to
persistent societal change, similarly affecting professional education. Challenges resulting from
such change can be understood as uncertainty of definition and fit in society, and thus a
questioning of professional identity. Examinations of professional identity offers potential in
practice when introduced in the educational context. This paper outlines a pedagogical tool
adapted from a method used in research investigating public librarian professional identity in
New Zealand. The tool leverages the elicitation of critical incidents, along with guided
questions, to prompt examination of professional identity. The tool is embedded within reflexive
practice, creating a framework to understand and engage within increasingly interconnected and
changing contexts
