Buzzwords are as prolific in educational circles as bunny rabbits are in spring. Over the last 10 years everyone has heard the buzz of multiculturism, multiple intelligences, learning modalities, essential questions, cultural literacy, media literacy, differentiated instruction, learning by design, curriculum alignment, curriculum mapping, interdisciplinary instruction, phonemic awareness, and--one of the more recent family members--metacognition, or thinking about thinking. Teachers and librarians have seen these terms and techniques enhance instruction. Most of them have been involved in the evolution of differentiated instruction along with many other educational changes that have drastically affected their roles as librarians and educators. Metacognition, born out of brain research, is one buzzword they can practice hourly in their media centers. Their opportunity to model metacognition strategies is surprisingly easy. Any enhancement to the thinking process benefits students in a multitude of ways. Whether a student has an I.Q. of 102 or 132, the latest brain research shows this: "for long-term retention, teachers and librarians should somehow link new information to what students already know." Furthermore, the author states that students need to know where to file, or link, information in order to retain it. Often, students merely need to learn how to answer their own questions. They need to see metacognition modeled and how links are added to prior knowledge for long-term retention. (Contains 3 online resources.)