Modeling Metacognition and Providing Background Knowledge via Guided Reading Videos

Abstract

This article addresses well-known and difficult problems involving reading comprehension and compliance in college courses, using a lower-level philosophy course as a case study. It draws upon both general and discipline-specific research in three promising areas for reading instruction: metacognition, modeling via “think-alouds,” and background knowledge. A process for combining all three in the use of guided reading videos (GRVs) is described. The results of an anonymous student survey on GRVs are reported and their use is discussed from an instructor’s perspective. Finally, potential advantages, additional applications, and worries concerning the use of GRVs are examined.

KEYWORDS:

• background knowledge
• college reading
• literacy instruction
• modeling metacognition
• reading philosophy
• teaching with technology

ACKNOWLEDGMENTS

This research was improved by the support of Vicky Cai, Patti Hoffman, and the Institute for the Scholarship of Assessment, Learning, and Teaching Fellowship Program at Minnesota State University, Mankato.

Additional information

Notes on contributors

Julie Wulfemeyer

Julie Wulfemeyer is an Associate Professor in the Philosophy Department at Minnesota State University, Mankato.  She holds a Ph.D. in philosophy from UCLA.  Her research sits at the intersection of philosophy of mind and philosophy of language.  In particular, her work concerns linguistic reference and the cognitive relations that make it possible.