This week’s Spotlight on Scholarship features Eveline Houtman’s article “‘Mind-Blowing’: Fostering self-regulated learning in information literacy instruction”, published in Communications in Information Literacy in Volume 9, Issue 1, 2015, pp. 6-18.
This article introduces the concept of self-regulated learning, from the field of education, and connects it to the Framework. Self-regulated learning refers to the aspects of the learning process that affect and are affected by the learner’s attitudes, motivations, habits, and metacognition, and ultimately centers the learner and their process over the material to be learned. Houtman shares her own process of discovering self-regulated learning through engagement with the Scholarship of Teaching and Learning (SoTL) community, and using it to improve a four-part information literacy workshop series on her campus. By describing in detail how each workshop already addressed the frames, as well as ways the frames might be used to develop each workshop further with the goal of increasing the opportunities for self-regulated learning and reflection in students, this article offers a valuable approach to using the Framework as a tool for pedagogical design.
Eveline Houtman is Coordinator of Undergraduate Library Instruction at University of Toronto Libraries.
The “Framework Spotlight on Scholarship” column is a weekly post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.