Metacognition or “B.S.”
Bibliographic Data
| ID | 21740152 |
|---|---|
| Authors | Carolyne M King (corresponding author) |
| Year | 2020 |
| Volume | 20 |
| Issue | 3 |
| Pages | 473-498 |
| Publication date | 2020-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-8544538 |
| OpenAlex | W3089718757 |
| Language | EN |
| References cited | 22 |
Recent reading scholarship suggests that instructors should carefully attend to their students’ reading practices. Although reading journals offer insight into student practices, we continue to treat reading journals as a mundane, process-based document and overlook the important metacognitive work that journals contribute. Through the examination of a corpus of student texts, this article argues for reenvisioning the work of the reading journal, demonstrating how this commonplace assignment contributes to students’ recognition of reading-writing connections and describes a new lens through which to approach reading journals
Cognition · Linguistics · Mathematics education · Metacognition · Pedagogy · Political science · Scholarship · Computer Science · Education and Critical Thinking Development · Engineering · Innovative Teaching and Learning Methods · Literacy, Media, and Education · Psychology
| Highly cited | No |
|---|