Subjects
instruction; metacognition; Framework; implementation; reflection
Document Type
Perspective
Abstract
The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students' self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective pedagogical praxis in information literacy instruction.
DOI
10.15760/comminfolit.2015.9.1.178
Downloads prior to this publication
1353
Persistent Identifier
http://archives.pdx.edu/ds/psu/22382
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Houtman, E. (2015). "Mind-Blowing"": Fostering Self-Regulated Learning in Information Literacy Instruction. Communications in Information Literacy, 9 (1), 6-18. https://doi.org/10.15760/comminfolit.2015.9.1.178