Metacognition information literacy and w
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Metacognition information literacy and w
CURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w es through Peer Review Jim Henry and Lehua Ledbetter4Metacognition: Information Literacy and Web 2.0 as an Instructional Tool Reabeka King22TEACHING REPORTSStudents in the Archives: A Short Report on a Significant Learning Experience Sarah Berry33Using Online Formative Assessments for Improved Learn Metacognition information literacy and w ing Barbara F. Cherem42Creating Connection: Composition Theory and Creative Writing Craft in the First-Year Writing Classroom Carey E. Smitherman andMetacognition information literacy and w
Amanda K. Girard49CURRENT CLIPS & LINKSWebsites Related to Teaching and Learning Elizabeth Kappos58REVIEWSFrom the Book Review Editors Sean c. GcodletCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w ing Works: Seven Research-Based Principles for Smart Teaching Jennifer Berg60Braln-Fnendly Education Eric Jensen's Brain-Based Learning: The New Paradigm of Teaching Matthew Johnsen63THE BACK PAGEAbout Us, Subscriptions. Submissions, Inquiries66WORC£STER.EDU'WRRENIS CURRENIS-aWORCESTERHJUIN TEACHING Metacognition information literacy and w ANO LEARNINGEDITORIALLearning How to LearnJosna RegeA recurrent concept in this issue is that of metacognition: reflecting upon one’s mental processeMetacognition information literacy and w
s or, literally, thinking about thinking. It is immaterial how rich our leaching content is, if our students are unable to absorb it. We must pay as mCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w out their own process ol learning, students can deepen and internalize course content, gaming not only a body of knowledge, but lifelong skills in how to learn.In their essay, “Teaching Intellectual Teamwork in WAC Courses through Peer Review,"Jim Henry and Lchua Ledbetter recommend that Students en Metacognition information literacy and w gage in “metacommentary” about their own and each other’s writing. In arguing for the efficacy of peer review in improving student writing, they makeMetacognition information literacy and w
the case that time spent on this process is time well spent (not time lost to the teaching of content). Metacommentary' is one of three essential compCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w Discussing both their own classroom experience and scholarship on the role of metacommentary in student learning, Henry and Ledbetter make the case that the “intellectual teamwork" involved in the process enhances the problem solving skills students need in order to develop their writing.Reabeka Ki Metacognition information literacy and w ng's essay, “Metacognition: Information Literacy and Web 2.0 as an Instructional Tool," similarly privileges metacognition in the leant ing process. RMetacognition information literacy and w
eviewing the literature and drawing upon information literacy competency standards developed by the Association of Colleges and Research Libraries, KiCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w ent but higher-level lear ning processes, such as metacognition, both in and outside of the classroom.The three leaching reports in this issue also placx* considerable empha sis on meta-level learning. In “Students in the Archives: A Short Paper on a Significant Ixiaming Experience," Sarah Retry des Metacognition information literacy and w cribes an archival research project in a 200-level interdisciplinary course, organized in a four-phase process, that encourages students to become “acMetacognition information literacy and w
tive producers.. .of knowledge”: the project includes assessment components that function similarly to theW0RC£STEftEDU/CUR8ENTS CURRENT&SWORCESTEREDUCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w dents to become self-directed learners. Like King, who argues that exercising their metacognitive skills can empower students to become lifelong learners and community-builders, Berry describes how the individual assessment of the project complemented the collaborative assessment by giving students Metacognition information literacy and w the opportunity to exercise their independent thinking and analytical skills, opening up their “vision of a larger picture and encourag[ing] reflectioMetacognition information literacy and w
n about their own place in it."Barbara Cherem’s teaching report, “Using Online Formative Assessments for Improved Learning,” also places an emphasis oCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w ich evaluates students’ mastery of course content. Cherem, however, contends that formative, or process-driven, assessments—“for learning, rather than ... o/Teaming"—enable both teachers and students to achieve higher learning outcomes with lower student anxiety, “give students an added sense of own Metacognition information literacy and w ership in their development, and, ultimately, promote the comprehension of the course content."The last teaching report addresses the problem of embolMetacognition information literacy and w
dening first-year students to find their voices as writers. In “Creating Connection: Composition Theory and Creative Writing Craft in the First-Year WCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w review of contemporary composition theory, they conclude that even approaches that aim to give students a voice risk plunging them into discussions of composition theory where they are apt to lose confidence. Instead, Smitherman and Girard advocate classroom conversations about creative writing cra Metacognition information literacy and w ft, “creating connection" by encouraging first-year students to begin reflecting upon their own writing practice and thinkingof themselves as writers,Metacognition information literacy and w
and, in the process, introducing them more gently to composition theory.By coincidence, even the book reviews in this issue address the subject of hoCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w earch-Based Principles for Smart Teaching (Ambrose, Bridges, Di Pietro, Lovett, &. Norman, 2010), and Matthew Johnsen reviews Brain-Based Learning: The New Paradigm of Teaching (Jensen. 2008).With this issue Currents in Teaching and Learning completes three years of publication. We are steadily find Metacognition information literacy and w ing our identity and gaining momentum, with a small but growing list of subscribers and submissions from an increasingly diverse group of contributorsMetacognition information literacy and w
affiliated with colleges and universities, both public and private, large and small. Currents is now being indexed by EBSCO Host online databases andCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w production of every issue. We offer heartfelt thanks to all our board members, both current and past, without whom this journal would simply be unable to fimetion: Daron Barnard, Sue Foo, Maria Fung, Sean Goodlett, Ruth Haber, Matthew Johnsen, Pearl Mosher-Ashley, Jeffrey Nichols, Bonnie Orcutt, Be Metacognition information literacy and w th Russell, Daniel Shartin, Catherine Wilcox-Titus, Karen Woods Weierman, Karl Wurst, and Janice Yee. This issue we extend special thanks to retiringMetacognition information literacy and w
member Pearl Mosher-Ashley, who played an important role in developing our submissions guidelines, and a warm welcome to Sean Goodlett of Fitchburg StCURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC Course Metacognition information literacy and w s Center for Teaching and Learning, for all her support and guidance and wsu s2 Rege - EditorialWORCtSItH.t(N.'CLHRtNrS CURRENỈSỠttORCẼSIERÌDUCURRENTS IN TEACHING AND LEARNING VUL.3NU.2,S.’IING20'I Metacognition information literacy and w CURRENTS IN TEACHING AND LEARNINGVOL. 3 NO. 2, SPRING 2011EDITORIALLearning How to Learn Josna Rege1ESSAYSTeaching Intellectual Teamwork in WAC CourseGọi ngay
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