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The article discusses reflection upon and assessment of learning in education for teacher-librarians. Particular focus is given to a concept the authors refer to as the Big Think, a metacognative experience that allows participants to reflect on what they learned and how they learned it. Learning to learn as members of a team, reflecting on teaching methods for learning, and applications for school improvement are examined. The authors also discuss their book "The Big Think: 9 Metacognative Strategies That Make the Unit End Just the Beginning of Learning."

The article discusses how teacher librarians can transform their school library into a common learning environment for students, teachers, and colleagues that meets the needs of 21st century teaching and learning. Teacher-librarians should partner with teacher technologists and other learning specialists to capitalize on the school library's resources, technologies, and expertise available to improve best-practice teaching and student learning. The program elements of a learning commons, which includes learning literacies, knowledge-building, learning with technology and collaboration, are discussed.

The article discusses the role of librarians in 21st century education and the use of differentiated instruction techniques in library settings. Author Allison Zmuda's assertion that librarians constitute versatile and responsive educators responsible for connecting teachers and students to the wealth of media resources available in the 21st century is referenced. The process of differentiated learning is explained and the author outlines how differentiation can be implemented in libraries through content, process, product, and learning environment.

The article discusses the role of teacher-librarians in the development of metacognitive skills of students. Teacher-librarians could provide students with checklists in the form of guiding questions that they can use throughout the research process. A reflection tool that can be used to build metacognition is a split-page organizer. Motivation is part of the rationale for teaching students to question. Moreover, it also explains how questions improve student effort and achievement.

Presents solutions to the problems encountered by teacher-librarians in imparting information to students. Difficulty that students experience when dealing with information; Key actions that teacher-librarians can use for the improvement of the learning experiences of students.