Learner autonomy, critical thinking and student voice

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Macleroy, Vicky. 2016. Learner autonomy, critical thinking and student voice. In: Vicky Macleroy and Jim Anderson, eds. Multilingual Digital Storytelling: Engaging creatively and critically with literacy. Oxford: Routledge, pp. 188-202. ISBN ISBN-10: 1138795801 [Book Section]

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In this chapter we focus on our research fi ndings in relation to learner autonomy, critical thinking and student voice. Little (2004) in discussing learner autonomy sees it as learners becoming involved in all aspects of the learning process and understanding the rationale, content and ways of learning. Although this chapter is about learner autonomy this is not about students working alone, rather this approach to learning develops in interaction with others and teachers have a responsibility for making things happen. The teacher’s key role is to ‘create and maintain a learning community; if teachers stop teaching, most learners will stop learning’ (ibid.: 1). From this perspective, it is the nature of the pedagogical dialogue
that frames learning. As part of this process towards learner autonomy, young people need to be reflective and develop the ability to self-assess their learning.

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