Cho, B-Y., & Fraundorf, S. (July 2018-June 2020). Examining How Metacognitive Knowledge Intervention Can Facilitate Digital Literacy: An Experimental Study of High School Learners. LRDC Internal Research Award
How can students identify and use reliable Internet sources? Digital literacy is central to success in college, career, and life. However, many students fail to successfully read, write, and think in Internet environments because they lack appropriate thinking strategies for the nebulous space of the Internet, in which an unprecedented number of information sources need to be located, evaluated, and integrated. These metacognitive and digital literacy skills are often missing in current literacy curricula, so there is a critical need to identify approaches to instruction that would prepare students for an increasingly complex knowledge society.
In this project, we develop and test a metacognitive intervention to support college students’ Internet inquiry on a socio-scientific issue and their strategic processing of digital sources of information. We hypothesize that student performance can be enhanced with metacognitive knowledge of what, how, and especially why literacy strategies work in the digital environment. The goals of our project are rooted in the interdisciplinary nature of the PIs’ background in literacy education and cognitive psychology. First, we test the predictions of learning theories about what kinds of metacognitive knowledge are most relevant to digital literacy performance. Second, we seek scientific evidence on the most pedagogically effective ways to enhance metacognition in education and digital literacy. Ultimately, we aim to acquire insights to creating a prolonged, sustainable approach to teaching learners the high-level literacies required for learning in the digital age.