Thinking about metacognition in your school library

Kasey Garrison, Robin S Spruce

Research output: Contribution to journalArticle


As teacher-librarians, we are tasked with more than teaching our students content and what to learn; we must teach our students how to learn and assess their learning processes and progress. Such self-assessment strategies enlist students to self-regulate and engage in metacognition. Using specific examples from differing levels aligned with state curriculum standards from the US, this article gives a framework for teacher-librarians to purposefully incorporate metacognitive strategies in collaborative lessons.
Original languageEnglish
Issue number2
Publication statusPublished - 2013


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