This study highlights the need for metaliteracy.
People who hold radical political views—at either end of the political spectrum—aren't as good as moderates at knowing when they're wrong, even about something unrelated to politics, finds a new UCL study.
We make decisions all the time. Whether we realise it or not, how we feel has a big impact on the decisions we make. So, how do we find a level of personal consistency, where we never look back and regret our choices?
Metaliteracy
A Race or a Journey?
By Shelly L. Counsell and Brian L. Wright University of Memphis
Metaliteracy promotes literacy activities, strategies, and practices as meaningful tools to actively engage in, and make sense of, world experiences. Counsell (2007) completed a phenomenological case study to investigate what happened as the life histories of one beginning and one veteran third-grade teacher intersected Florida’s high-stakes testing at demographically different communities. Classroom observations and field notes completed in each classroom revealed divergent instructional and methodological approaches and activities specific to literacy/metaliteracy (reading and writing) that resulted in different learning experiences and outcomes. This article highlights and questions whether high-stakes testing and subsequent teacher-directed skill-drill strategies used to increase standardized test scores actually impede or support metaliteracy (defined as literacy for life meaning and understanding). This study suggests that Florida’s hyperrational steering system can potentially repress social actors, particularly vulnerable populations such as the beginning teacher at the struggling low-income school, to internalize the values of the test and the authority of the state.
Digipo is a student-run project which allows university students to investigate questions of truth and authority on the web and publish their results.
Habits of Mind in an Uncertain Information World
In their earlier book Metaliteracy, the authors offered an original framework for engaging learners as reflective and collaborative participants in today's complex information environments. Now, they move that comprehensive structure for information literacy firmly into real-world practice, highlighting the groundbreaking work of librarians and faculty who are already applying the metaliteracy model in distinctive teaching and learning settings. Representing multiple disciplines from a range of educational institutions, this book exploresrelationships among metaliteracy, digital literacy, and multimodal literacy;incorporating the ACRL Framework for Information Literacy for Higher Education;the metaliteracy model and emerging technologies;flexible course design and social media;students as creators of information;application of metaliteracy in specialized environments, such as nursing education;metaliteracy and institutional repositories;LibGuides as a student information creation tool;the metacognitive dimension of research-based learning;metaliteracy as empowerment in undergraduate learning outcomes;agency and the metaliterate learner; andmetaliteracy, agency, and praxis.The case studies presented in this valuable resource demonstrate how librarians and educators can help students effectively communicate, create, and share information in today’s participatory digital environments.