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You don't know what you don't know: using reflection to develop metacognitive skills for information literacy - Yearwood-Jackman
1. You don’t know what you don’t
know:
Using reflection to develop
metacognitive skills for
information literacy
Shirley Yearwood-Jackman
University of Liverpool
2. Takeaways...
Student Learning
Pedagogy used to
develop metacognitive
skills
Impact of pedagogical
approach on student
learning
Tips to develop
independent learners
and skills for
employability
Reflective Practice
An understanding of
how you can use
reflective practice to
design innovative
learning and teaching.
Design in deep student
learning
5. Teaching Observation andTeaching Dialogue
Key Lesson Learned
Students find it
difficult to recall
and apply prior
theoretical
knowledge to solve
new problems
6. Are student self-
assessments of their
information literacy ability
accurate?
Do they know what they
don’t know?
Are students really
engaged in their
learning? Have I
situated their learning
in their discipline.
Are students developing deep
learning? How can I help them to
apply information literacy
theoretical knowledge to practice?
Am I using the
correct learning
activities to
develop
metacognition
and independent
learners?
9. Learning Objectives
Develop self-regulated learners
Develop self-awareness of their
information needs and
information seeking behaviour
and IL problem-solving skills
Help them to accurately self-
assess their IL knowledge -
identifying what they don’t know
and how to fill or set goals to
satisfy knowledge gaps
Develop sustained engagement
with learning about IL in and
outside of teaching sessions
Develop awareness of
importance of IL for effective
professional practice
Metacognition
10. Department support
Fully embedded in course
Academic and administrative support
Non-credit bearing assignment
Value of helping students with employablility
acknowledged
11. Activity 1: Reflective Journal
Task = Write 200
word reflective
journal entry on
IL challenge
during placement
• Guidance given on
reflective writing
•Reflective journals
reviewed to identify
development of
metacognitive skills.
•Feedback on findings of
reflective journals at session
one month after
submission.
•
12. Activity 2: The Feedback Session
Four (4)
Components
Part 1 – Personal Reflection
“Why is the reflective journal entry assignment
important to your professional training and
practise?”
Findings recorded on Reflective Chart (RC)
Part 2 – Group /Peer Sharing
Students discuss the question and
provide feedback to class
Part 3 – Feedback on
question by tutor
Part 4 – Student
learning from
activity recorded
on RC
13. Activity 3: Feedback Session
Part 1 Part 2
Tutor provides class feedback
on reflective journals:
• IL challenges faced
• Metacognitive skills
acquired
•Tips on how to rectify gaps
in knowledge
Final opportunity
for students to
record what they
have learned on
RC
17. What did they learn?
What did I learn?
Feelings
Information Literacy Strengths
Gaps in Knowledge
Problem Solving
Applying IL Skills to professional role
Self-awareness
19. Next steps
Design a follow-up session to address gaps in
knowledge using experential learning
Observe if enhancing metacognition continues to
increase student engagement
Evaluate if this cohort develop better IL skills
Determine if this cohort seek to develop better
strategies for improving IL knowledge and applying it
to clinical decision-making
1. Self-perception of IL skills and over-confidence
2. Do they appreciate that advanced information literacy skills are required to be an effective evidenced based practitioner?
Definition of self-regulation
Self-regulated learning is an active constructive process whereby learners set goals for their learning and monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features of the environment. (Pintrich and Zusho, p64)