Teaching and Assessment of Metacognition in the Information Literacy Classroom

IF 0.9 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE

Communications in Information Literacy Pub Date : 2022-06-06 DOI:10.15760/comminfolit.2022.16.1.5

Erin R. McCoy

引用次数: 1

Abstract

Information literacy and metacognition have long histories of addressing the same concerns: how people think about and evaluate what they have learned. By exploring research from the library science and cognitive psychology fields, this article highlights how these two concepts are related and how that relationship can be made more explicit in the way librarians talk about and teach information literacy.

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信息素养课堂中元认知的教学与评价

信息素养和元认知在解决同样的问题方面有着悠久的历史:人们如何思考和评估他们所学到的东西。通过探索图书馆学和认知心理学领域的研究，本文强调了这两个概念是如何联系在一起的，以及如何在图书馆员谈论和教授信息素养的方式中使这种关系更加明确。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Communications in Information Literacy INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

2.40

自引率

0.00%

发文量

审稿时长

16 weeks

期刊介绍： Communications in Information Literacy (CIL) is a peer-reviewed journal devoted to advancing research, theory, and practice in the area of information literacy in higher education. CIL is independently published. Furthermore, it is open access in the truest sense; there are no article processing charges or other regressive publication fees. The editors of CIL are solely committed to the investigation of various models and theories of information literacy worldwide, and they remain faithful to principles of open access for academic research.