This is North Central University course (EDUC 7101), Assignment 4 . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

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NORTHCENTRAL UNIVERSITY
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Student: Orlanda Haynes
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EDU7101-8 Beverly Little, Ed.D
Foundation for Doctorial Study in Education Assignment 4: Library Research and Exploring
Your Area of Interest
Hello Orlanda,
Well done! I remember learning to swim when I was about four years old; my swim instructor
would stand in the pool while I jumped from the diving board into about eight feet of water and made
my way to her - somehow. At first I floundered around, blowing water out my nose and trying to learn
how to kick my little legs and move my arms in the right direction, all the while praying that I wouldn't
drown myself. By the summer I turned six, I pretty much had the hang of things – I no longer resembled
a frightened dog fighting my way through the water and actually looked more like a small person

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learning a lifelong aquatic skill.
Research, to me, is a little bit like learning to swim. In the beginning, we flounder around in the
sea of information, trying hard to narrow the field of interest into a topic that is manageable and then
determine the information that is relevant and appropriate for the topic at hand. In this digital age, we
literally have the world at our fingertips, mostly thanks to the internet. With just a few keystrokes, we
can access tremendous amounts of information from all over the world in seconds – sifting through it all
can be overwhelming at minimum. I hope this assignment and navigating the databases will be
beneficial to you in your future coursework.
Warmest regards,
Dr. Little A September 26, 2016
<Faculty Name> <Grade Earned> <Date Graded>
Library Research and Exploring Your Area of Interest
By creating curriculum activities that encompass both subject matters, assignment 4
facilitates students’ awareness regarding their research interest and North Central University
library resources. The essay employs headings from the instructions.
Describe Your Topic of Interest and Why it is Important to You.
My career interest is facilitating Adult Basic Education. From a research perspective, I
am interested in the study of metacognition as it applies to adult learning. For example, research
suggests adult learners with well-developed metacognitive skills are better at problem solving,
critical thinking, and decision-making than their counterparts are—people with little or no
metacognitive training (Agno, 2010; Al-Hilawani, 2016; Flavell, 1979; Kenner & Weinerman,
2011; Maclellan & Soden, 2012; Semerci & Elaldi, 2014). This area of study expands my
knowledge, skills, and experiences in the field of adult education, which brings me closer to my
personal goal of becoming a more effective facilitator.
What Are “Key Words” and how do They Help with Searches?

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Words and short phrases that are specific to subject matters/or topics define “key words.”
They assist with finding information relevant to areas of interests. On the other hand, one could
waste countless hours using non-specific words or phrases—those that are too general or too
broad. If the research topic, for instance, involves adult learning and development, keywords
such as “adult learning theories” rather than “learning theories” would probably yield more topic
relevant results because learning theories that pertain to children or animals, for example, would
not be included (North Central University Library, 2015).
What Key Words Did You Use For Your Searches?
I included the following: Metacognition, metacognitive awareness, adult learning
strategies and adult learning theories.
What Are “Search Limiters” and how do They Help with Searches?
Most library search engines allow users to narrow their search results by using search
tools known as “search limiters” or “fillers.” Considering that most professionals have time
restraints, this resource saves time and energy. Some examples are Full-text, peer-reviewed,
publication types and date, and language (North Central University Library, 2015).
What Search Limiters Did You Use for Your Searches?
I used full text, scholarly journals, peer-reviewed, and publication types and dates.
What Does “PeerReviewed” MeanWhy is it Important to Conduct Research?
It refers to scholarly writings reviewed by scholars, mostly, in the same or similar areas
of study as the submitting authors. They scrutinize the works for accuracy including data and
scholarly pros, as well as creditability and reliability. Their approval means that they attest to
the academic integrity or merits of the works submitted. In contrast, non-peer-reviewed writings
appear, mostly, in magazines, self-help books, and websites such as Wikipedia. Best practice

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(scholarly writing guides) does not recommend their use in academia (North Central University
Library, 2015).
Comment on What You Learned from two of the Suggested NCU Library Resources?
Based on my distant education experience, I agree with authors Kuh and Gonvea (2015).
In that, “It is hard to imagine a college without a library . . . The library is the physical
manifestation of the core values and activities of academic life” (p.1). Most colleges and
universities websites, including distant and brick-and-mortar, use the same or similar library
search engines (e.g., ProQuest Education, EBSCOhost Education, and Sage Journals online).
All of which thrive to give end users a user-friendly experience by offering, in part, search tools
such as limiters, keywords or phrases, peer-reviewed writings including journal articles and
electronic books. Although each search engine has some unique features, I find that a
comprehensive search depends primarily on libraries’ literary holdings. In other words, “The
size of the collection is used as an indicator of academic quality” (Kuh & Gonvea, 2015, p.1).
North Central University has an extensive collection; therefore, finding appropriate research
sources should be more about refining my library skills than a lack of literary holdings (North
Central University Library, 2015).
In brief, the purpose of this writing is to assist doctoral students with developing a
research interest that is appropriate to their field of study and to provide an overview of North
Central University library resources. In doing so, the curriculum is devised using headings which
are unique to the assignment’s objectives, including “describe your topic of interest and why it is
important to you and “what does peer-reviewed mean why is it important to conduct research?”

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References
Agno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition
and Learning, 5(2), 137-156. Retrieved from
http://search.proquest.com.proxy1.ncu.edu/docview/663668391/fulltextPDF/85626011C
F964CACPQ/4?accountid=28180
Al-Hilawani Y.A. (2016). Metacognition in real life situations and study skills and habits: Two
types of processes. International Journal of Progressive Education, 12(1), 73-89.
Retrieved from
http://eds.b.ebscohost.com.proxy1.ncu.edu/ehost/pdfviewer/pdfviewer?vid=7&sid=9c448
76c-a2f8-4439-bc93-180dca884428%40sessionmgr104&hid=108
Bergey, B. W., Deacon, S. H., & Parrila, R. K. (2015). Metacognitive reading and study
strategies and academic achievement of university students with and without a history of
reading difficulties. Journal of learning disabilities, 0022219415597020. Retrieved from

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http://ldx.sagepub.com.proxy1.ncu.edu/content/early/2015/07/30/0022219415597020.full
.pdf+html
Bernstein, A., Hadash, Y., Lichtash, Y., Tanay, G., Shepherd, K., & Fresco, D. M. (2015).
Decentering and Related Constructs A Critical Review and Metacognitive Processes
Model. Perspectives on Psychological Science, 10(5), 599-617. Retrieved from
http://pps.sagepub.com.proxy1.ncu.edu/content/10/5/599.full.pdf+html
Boyer, B. L. (2015). Designing for learner metacognition and academic inquiry: An
investigation of the stripling inquiry model (Order No. 3681152). Available from
ProQuest Dissertations & Theses Global. (1655360817). Retrieved from
http://search.proquest.com.proxy1.ncu.edu/docview/1655360817?accountid=28180
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-
developmental inquiry. American Psychologist, (34)10, pp. 906-11, Oct 1979.
Retrieved November 24, 2014 from http://www4.ncsu.edu/~jlnietfe/Metacog_Articles_
files/Flavell%20(1979).pdf
Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional
college students. Journal of College Reading & Learning (College Reading & Learning
Association), 41(12), 87-96. Retrieved from
http://eds.b.ebscohost.com.proxy1.ncu.edu/ehost/pdfviewer/pdfviewer?sid=06215571-
bec4-4bab-86dc-fc221faa22fb%40sessionmgr120&vid=9&hid=108
Kug, G. D., & Gonvea, R. M. (2015). The role of the academic library in promoting student
engagement in learning. College & Research Libraries, 76(3), 359-385. Retrieved from
http://eds.a.ebscohost.com.proxy1.ncu.edu/eds/pdfviewer/pdfviewer?sid=0cc948cf-1c89-
425f-98df-b2502847c9b3%40sessionmgr4010&vid=1&hid=4108

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Maclellan, E., & Soden, R. (2012). Psychological knowledge for teaching critical thinking: The
agency of epistemic activity, metacognitive regulative behaviour and (student-centered)
learning. Instructional Science, 40(3), 445-460. doi:http://dx.doi.org/10.1007/s11251-
011-9183-4
North Central University Library (2015). EBSCOhost Intro [Video file]. Retrieved from
http://library.ncu.edu/public_images/elrc/2013/videos/EBSCOhost/EBSCOhost.htm
Semerci, Ç. & Elaldi, S. (2014). The roles of metacognitive beliefs in developing critical
thinking skills. Bartin Üniversitesi Egitim Fakültesi Dergisi, 3(2), 317-333. Retrieved
from http://search.proquest.com.proxy1.ncu.edu/docview/1640677767?accountid=28180