Volume 9 - Issue 1 - “Mind-Blowing” - Fostering self-regulated learning in information literacy instruction

Oct 15, 2026

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This article examines how self-regulated learning can be integrated into information literacy instruction under the new ACRL Framework for Higher Education. Drawing on education research, it defines self-regulated learning as encompassing metacognition, emotions, motivations, behaviors, and learning-related dispositions. The discussion links its documented positive impact on student achievement to instructional strategies that strengthen learners’ self-awareness and study skills, promoting a more learner-centered teaching approach and reflective pedagogical practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

THE “WHY?” AND “SO WHAT?” OF SELF-REGULATED LEARNING

Volume 9, Issue 1, 2015 [PERSPECTIVES] “MIND-BLOWING” Fostering self-regulated learning in information literacy instruction Eveline Houtman University of Toronto The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students’ self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a selfreflective pedagogical praxis in information literacy instruction. [PERSPECTIVES EDITED BY KIM LEEDER REED & SARAH E. NORTH] Houtman,“Mind-Blowing” Communications in Information Literacy 9(1), 2015 INTRODUCTION “One of the best gifts teachers can give students are the experiences that open their eyes to themselves as learners.”(Weimer, 2014) The new ACRL Framework for Information Literacy for Higher Education (2015) brings a new emphasis into our instruction on metacognition, the monitoring of one’s thinking and learning processes. It also introduces dispositions, ways of thinking and acting related to information literacy that “address the affective, attitudinal, or valuing dimension of learning” (ACRL, 2015, p. 2) . The Framework does not address implementation, which is now the task of teaching librarians going forward. In this article, I introduce self-regulated learning, a related concept from the field of education, and discuss why this concept could be important and helpful in implementing these elements of the Framework. I draw on this concept to devise strategies and activities that promote students’ self-awareness and learning skills. Self-regulated learning encompasses metacognition, but is also the broader term, encompassing “awareness and control over one’s emotions, motivations, behavior, and environment as related to learning”(Nilson, 2013, p. 5)— in other words, it encompasses metacognition and dispositions. Self-regulated learning is the voice in your head that asks you questions about your learning… [It is] the conscious planning, monitoring, evaluation, and ultimately control of one’s learning in order to maximize it It means being mindful, intentional, reflective, introspective, self-aware, selfcontrolled, and self-disciplined about learning, and it leads to becoming self-directed. (Nilson, 2014) Such an approach to learning demands of usa reflective, self-aware, and intentional approach to teaching (Booth, 2011)—and demands also a reflective approach in writing this article. This is not intended as a prescriptive “how I did it good” article (Wilson, 2013), but more a reflective “this is what I tried to do (and why), this is what worked (or not), this is what I’ll try next”article. The article adds to the conversation on developing a self-reflexive pedagogical praxis in information literacy instruction (Jacobs, 2008) . THE “WHY?” AND “SO WHAT?” OF SELF-REGULATED LEARNING Self-regulated learning is a well-established concept in education, with an extensive research base (to get a sense of the research, see Zimmerman & Schunk, 2011) . Decades of studies have shown its strong positive effect on student learning. Hattie (2009) has synthesized hundreds of meta-analyses of educational research in order to compare the statistical effect size of different factors related to student achievement. He has found that elements of self-regulated learning, such as metacognitive strategies, self-questioning, and study skills, show a large effect on learning. To put this in perspective, time on task has a medium effect; homework has a small-medium effect; prob

FAQs

What is self-regulated learning in the article’s context?

Self-regulated learning is presented as a broader concept that includes metacognition plus awareness and control of emotions, motivations, behavior, and the learning environment.

Why does the article argue that self-regulated learning matters for information literacy instruction?

It argues the concept supports the ACRL Framework’s emphasis on metacognition and dispositions and helps devise strategies that develop students’ self-awareness and learning skills.

What evidence does the article cite about self-regulated learning’s impact on achievement?

It references research synthesis showing strong positive effects on student learning, including large effects from metacognitive strategies, self-questioning, and study skills.

Oct 15, 2026

Uploaded by awa