Responsible learners
Self-directed learners
Encouraging moral, civic responsibility
Internal motivation
Learning orientations
Metacognition
Reading, note-taking, study logs, time management
Dispositional
Reflective learners
Metacognitive
Critical
Engaged
Annotated Bibliography
Angelo, Thomas A., and Patricia k. Cross. Classroom assessment techniques : a handbook for college teachers. San Francisco:Jossey-Bass Publishers, 1993.
Chapters 7 and 8 are especially relevant here.
Arone, M. P. Using instructional design strategies to foster curiosity. ERIC Document number ED479842. http://www.ericdigests.org/2004-3/foster.html.
This is a very short article with some simple but effective strategies.
Bransford, John D., Ann L. Brown, and Rodney R. Cocking, editors. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press, 2000.
This book is state of the art. Chapters 1 through 3 are especially relevant vis-à-vis metacognition.
Brookfield, S. D. (1994, © 1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. San Francisco: Jossey-Bass and England: Open University Press.
This is an incredibly well-researched book. Chapters 3 and 4 are especially relevant, as the focus is on self-directed learning—what it is, and how to foster it.
Colby, Anne, Thomas Ehrlich, Elizabeth Beaumont, and Jason Stephens. Educating Citizens: Preparing America’s Undergraduates for Lives of Moral and Civic Responsibility. San Francisco: Jossey-Bass, 2003.
One understanding of responsibility is quite broad, and there has been much public discussion of this broader notion and the responsibility of institutions and faculty regarding it.
Garrison, D.R. Self-directed learning: Toward a comprehensive model. Adult Education Quaterly 48 (1), 1997: 18-33.
Just what it says it is.
Hassel, Holly and Jessica Lourey (2005). The Dea(r)th of student responsibility. College Teaching, 53 (1): 2-13.
This is a well-researched, fact-filled article that puts a number of issues on the table. It has some nice examples of surveys and student contracts.
Svinicki, Marilla. Student goal orientation, motivation, and learning. IDEA Paper #41, February 2005. http://idea.ksu.edu/
This is a relatively brief paper that characterizes different orientations to learning that students may have, and discusses strategies for moving students toward the orientation most likely to motivate learning.
Weimer, M. Learner-centered Teaching: five key changes to practice. San Francisco, CA: Jossey-Bass, 2002.
I gather that this book contains a robust section concerning student responsibility and how to help foster the right attitudes and behaviors in students to maximize learning.
Zubizarreta, John. The learning Portfolio: Reflective Practice for Improving Student Learning. Bolton: Anker, 2004.
Portfolios are John’s tool of choice to encourage reflective learning, but his presentation covers broader territory, e.g, what reflection looks like, why it’s valuable, what its place is in a course, and more.
http://www.sonoma.edu/hutchins/academicprog/portfolio.htm#intor
This site represents an institutionalized approach to encouraging reflective learning. There are many examples of prompts that encourage students to engage in reflective processes.
http://www.nwrel.org/planning/reports/self-direct/
A good, brief overview of self-directed learning with a good bibliography. K-12 oriented, but still valuable.
Written and compiled by Brad Cohen.
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