"Asking questions," "chunking," and "sharing the progress": How school librarians apply metacognitive strategies in their teaching

Kasey Garrison, Robin Spruce

Research output: Book chapter/Published conference paperConference paper

27 Downloads (Pure)

Abstract

Given the metacognitive nature of the self-assessment strategies within the Standards for the 21st-Century Learner (AASL, 2007), it is imperative to consider the readiness of the school librarian community to teach these skills to students. Previous findings of school librarians' knowledge of metacognition and metacognitive teaching strategies found participants have an overall understanding of teaching metacognition, but hold gaps in procedural and conditional knowledge of teaching metacognition (Authors, 2012). The main purpose of this study was to evaluate how school librarian knowledge of metacognition is applied in their teaching through interviews and teaching observations. Preliminary findings indicate this sample of school librarians encourage students to use metacognitive skills to plan, monitor, and evaluate their learning processes.
Original languageEnglish
Title of host publication2013 AERA
Subtitle of host publicationEducation and Poverty: Theory, Research, Policy and Praxis
Place of PublicationUnited States
PublisherAERA
Pages1-26
Number of pages26
Publication statusPublished - 2013
EventAnnual Meeting of the American Educational Research Association (AERA): AERA 2014 - Pennsylvania Convention Center, Philadelphia, United States
Duration: 03 Apr 201407 Apr 2014
http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2014-Annual-Meeting (Conference website)

Conference

ConferenceAnnual Meeting of the American Educational Research Association (AERA)
Abbreviated titleThe Power of Education Research for Innovation in Practice and Policy
CountryUnited States
CityPhiladelphia
Period03/04/1407/04/14
Internet address

Fingerprint Dive into the research topics of '"Asking questions," "chunking," and "sharing the progress": How school librarians apply metacognitive strategies in their teaching'. Together they form a unique fingerprint.

  • Cite this

    Garrison, K., & Spruce, R. (2013). "Asking questions," "chunking," and "sharing the progress": How school librarians apply metacognitive strategies in their teaching. In 2013 AERA: Education and Poverty: Theory, Research, Policy and Praxis (pp. 1-26). AERA.