Thinking about metacognition in your school library

Abstract

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.