Open AccessJUTLP Editorial Issue 15.5
Author(s) -
Alisa Percy,
Jo-Anne Kelder
Publication year - 2018
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.15.5.1
Subject(s) - information literacy , metacognition , psychology , higher order thinking , critical thinking , perception , literacy , higher education , pedagogy , mathematics education , medical education , teaching method , political science , cognition , medicine , neuroscience , cognitively guided instruction , law
Welcome to the final issue for the Journal of University Teaching and Learning Practice for 2018. In this issue, we have papers from Australia, the US, and Ireland, covering topics related to information and academic literacy, self-efficacy, the flipped classroom, student engagement and their perceptions of group work. Of the first two papers related to information and academic literacy, Hostetler, Luo and Stefaniak present findings from a systematic literature review exploring approaches to the assessment of students’ metacognition and its potential application in library and information science. Conducted in response to changes in an information literacy competencies framework prepared by the Association of College and Research Libraries (ACRL) in the US, the authors advocate for the incorporation of metacognitive tools, including self-reflection and self-assessment, in the assessment strategies of libraries to encourage higher order thinking.