Additional Resources
Additional Resources
Practical supplementary tools to measure metacognition are dedicated to emerging trends. These resources provide opportunities for further learning and application. This will equip information professionals with knowledge for additional education and application to innovate and improve information services.
Summary: This website provides resources for best practices, guidance, and information on how federal agencies can leverage tools, data, and technology for the public. It involves topics like UX, accessibility, governance, and web management.
Relevance: This is a valuable resource for information professionals in digital service design. It also offers resources on information architecture, user-centered design, and digital accessibility for heightened potential to anyone in a digital information setting.
Implication: Libraries and information professionals can utilize Digital.gov to improve digital services, focusing on user-centric approaches and accessibility. It has particular potential to enhance digital literacy programs.
Summary: Catalano creates and validates a metacognitive strategy scale to assess how students regularly and manage their research processes and information-seeking in academic libraries.
Relevance: This scale is relevant to information literacy pedagogy and pragmatics research. It provides a tool for evaluating and improving information literacy programs.
Implications: Libraries adopting Catalano’s scale can assess student research behavior and develop targeted interventions (e.g., personalized learning plans, retrospection mechanisms, etc.) to improve information literacy instruction.
Summary: This paper discusses foundational teaching strategies for developing metacognitive skills in an information literacy setting. The paper supplies assessment methods for student progress and solutions to enhance and foster positive outcomes through practical applications.
Relevance: This is relevant as it is integral to instructional design and the application of metacognition.
Implication: Information literacy can benefit from assessments to serve students better and improve instructional design.
Summary: This analysis attempts to measure comprehension among students by measuring metacognitive awareness. The method adopts the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and Metacognitive Awareness of Strategies Scale (MAI). The results were statistically analyzed via t-tests between students in different age groups and overall and at high school levels.
Relevance: It is relevant to various education and information literacy assessment aspects.
Implication: Information professionals dedicated to education and cognitive processes can use this assessment scale on a quantitative level to provide robust insight and solutions to metacognition and skills.