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.
|Title of host publication||2013 AERA|
|Subtitle of host publication||Education and Poverty: Theory, Research, Policy and Praxis|
|Place of Publication||United States|
|Number of pages||26|
|Publication status||Published - 2013|
|Event||Annual Meeting of the American Educational Research Association (AERA): AERA 2014 - Pennsylvania Convention Center, Philadelphia, United States|
Duration: 03 Apr 2014 → 07 Apr 2014
http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2014-Annual-Meeting (Conference website)
|Conference||Annual Meeting of the American Educational Research Association (AERA)|
|Abbreviated title||The Power of Education Research for Innovation in Practice and Policy|
|Period||03/04/14 → 07/04/14|
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.