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A case study of a library instruction teaching experiment using the “Today I Learned” forum on the website, this article addresses teaching and assessment methods intended to promote self-monitoring in both the library instructor and student. After experimenting in the context of one-shot, lower-division, library instruction sessions, the TIL structure demonstrated strong opportunities for (a) eliciting declarative feedback from students about what they learn in library instruction sessions, (b) discussing how appropriate resource selection can effectively support a claim, and (c) modeling behaviors of lifelong learning while introducing unfamiliar students to an online forum founded in that spirit.


This is an Accepted Manuscript of an article published by Taylor & Francis Group in The Reference Librarian on February 25, 2016, available online: