“Mind-Blowing”: Fostering Self-Regulated Learning in Information Literacy Instruction

摘要

ThenewACRLFrameworkforInformationLiteracyforHigherEducationbringsanewemphasisintoourinstructiononstudentmetacognitionanddispositions.InthisarticleIintroduceself-regulatedlearning,arelatedconceptfromthefieldofeducation;itencompassesmetacognition,emotions,motivationsandbehaviors.IdiscusshowthisconceptcouldbeimportantandhelpfulinimplementingtherelatedelementsintheACRLFrameworkanddrawontheconcepttodevisestrategiesandactivitiesthatpromotestudents’self-awarenessandlearningskills.Thisfocuspromotesamorelearner-centeredapproachtoteaching.Thearticlealsoaddstotheconversationondevelopingaself-reflectivepedagogicalpraxisininformationliteracyinstruction.