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You don't know what you don't know: using reflection to develop metacognitive skills for information literacy - Yearwood-Jackman


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Presented at LILAC 2017

Published in: Education
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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. 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. 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
  3. 3. Reflecting on my Teaching Practice
  4. 4. Reflective Practitioner
  5. 5. Teaching Observation andTeaching Dialogue Key Lesson Learned Students find it difficult to recall and apply prior theoretical knowledge to solve new problems
  6. 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?
  7. 7. New Teaching Unit: Pedagogy
  8. 8. 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
  9. 9. Department support Fully embedded in course Academic and administrative support Non-credit bearing assignment Value of helping students with employablility acknowledged
  10. 10. 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. •
  11. 11. 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
  12. 12. 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
  13. 13. New Teaching Unit: Outcomes
  14. 14. Reflective Journal Entries CHALLENGES FEELINGS OUTCOMES
  15. 15. 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
  16. 16. Future Directions
  17. 17. 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
  18. 18. Questions