The Eighth International Literacy & Education Research Network Conference on

SPETSES, GREECE
4-8 July 2001

Abstract

In light of recent discussion regarding the importance of metacognition to learning, this paper argues that teacher practitioners are best situated to take up the challenge of nurturing life-long learners. The new knowledge economy demands that we learn by our direct confrontation with information that is increasingly accessed, or delivered, electronically. Therefore, the need to explicitly teach the processes and skills of thinking has become critical.

Concepts from the frameworks of cognitive psychology, information science, and education are discussed for the essential contributions they make to a growth in our understanding and development of renewed pedagogy. The paper suggests that a critical view of the populist adoption of such terms as metacognition is essential, that such concepts are not new, and that in fact there is much to be retained and paired with our collective teaching experience. What educators need to 'nut out' are the practical steps for nurturing in students metacognitive awareness and thinking skills that will empower them to become life-long learners. Not only is this seen as a given in terms of future global economic and work trends, but it is also imperative from a humanist and social perspective.

Bionotes

Vicki Watson - Head of Special Education;

Marilyn Kairouz - Head of Information Services.

Vicki and Marilyn work together as critical friends at St. Columba's College, in Essendon, Victoria, Australia. They are primarily interested in the ownership of pedagogy by teachers and the impact of information technologies upon the construct of contemporary schooling.

Presentation Type
30 min. Paper

Presentation Equipment and Other Requests
Data Projector for PowerPoint presentation; and Overhead Projector and screen

Speaking Date/Time Restrictions

Country
Australia