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ERIC Number: EJ1278218
Record Type: Journal
Publication Date: 2020
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
Available Date: N/A
Making the Invisible Visible: Enhancing Information Literacy and Metacognition with a Constructivist Activity
Denke, Jessica; Jarson, Jennifer; Sinno, Stefanie
International Journal for the Scholarship of Teaching and Learning, v14 n2 Article 7 2020
A growing body of literature focused on the pedagogical relationship between information literacy (IL) and metacognition suggests that facilitating learners' reflections promotes IL learning. However, activating and assessing this relationship is difficult. This article describes a constructivist activity that models for students how to practice IL while increasing awareness of metacognitive approaches. The modified jigsaw activity, including a worksheet, facilitates individual reflection and peer-to-peer learning through structured conversation regarding popular press articles. Using a grounded theory approach, coding of students' worksheets showed IL development related to comprehension, procedure, evaluation, and reflection. Moreover, the worksheet offers instructors insight into student learning processes and progress. This article offers evidence of how to enhance and make more visible the connection between IL and metacognition for both students and instructors.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A