This document discusses using reflection to develop students' metacognitive skills for information literacy. It describes a new teaching unit designed to help students become self-regulated learners by developing self-awareness of their information needs and skills. The unit includes activities like writing reflective journals on information literacy challenges and participating in feedback sessions to discuss challenges, feelings, strengths, and gaps in knowledge. The goal is to help students accurately assess their own information literacy abilities and identify areas for improvement.

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

3. Reflecting on my
Teaching Practice

4. Reflective
Practitioner

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?

8. New Teaching Unit:
Pedagogy

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

14. New Teaching Unit:
Outcomes

15. Reflective Journal Entries
CHALLENGES FEELINGS
OUTCOMES

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

18. Future
Directions

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

20. Questions