Metaliteracy in Practice [book review]

Metaliteracy is a reframing of information literacy that “emphasizes the metacognitive dimension of learning and the active roles we play as producers of original and repurposed information” (p. xvi). Editors Trudi Jacobson (Head of the Information Literacy Department, University Libraries, University at Albany SUNY) and Thomas Mackey (Vice-Provost for Academic Programs, SUNY Empire State College) coined the term in a 2011 article and further explored it in their 2014 book Metaliteracy: Reinventing Information Literacy to Empower Learners. Metaliteracy has recently gained recognition in the field of information literacy, primarily through its influence on the Association of College and Research Libraries Framework for Information Literacy for Higher Education. A foreword by Allison Head (from Project Information Literacy) and a preface by the editors situate this book at the intersection of metaliteracy, the Framework, and teaching practice, briefly explaining the theoretical terrain in which the practical applications described in the case studies exist

Peer-Model Attributes and Children's Achievement Behaviors

In two experiments, we investigated how attributed of peer models influenced achievement behaviors among children who had experienced difficulties learning mathematical skills in school. In Experiment 1, children (M = 10.6 years) observed either a same- or opposite-sex peer model demonstrating rapid (mastery model) or gradual (coping model) acquisition of fraction skills. Observing a coping model led to higher self-efficacy, skill, and training performance. In Experiment 2, children (M = 10.9 years) observed either one or three same-sex peer models demonstrating mastery or coping behaviors while solving fractions. Children in the single-coping model, multiple-coping-model, and multiple-mastery-model conditions demonstrated higher self-efficacy, skill, and training performance, compared with subjects who observed a single mastery model. In both studies, children who observed coping models judged themselves more similar in competence to the models than did subjects who observed mastery models

Self-Efficacy and Academic Motivation

Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addressed in the self-efficacy research and summarize evidence on the utility of self-efficacy for predicting motivational outcomes. Areas for future research are suggested

Strategy Self-Verbalization During Remedial Listening Comprehension Instruction

This experiment investigated the effects of strategy self-verbalization on children's self-efficacy and listening comprehension. Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to higher self-efficacy across grades, and promoted performance among third and fourth graders, but did not benefit second graders. Future research should apply strategy self-verbalization to other language skills and should explore the effects of covert fading

Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich

Paul R. Pintrich was a leading figure in the field of self-regulated learning. This article discusses some of Paul’s major contributions: (a) formulating a conceptual framework for studying self-regulated learning comprising phases (forethought, planning, activation; monitoring; control; reaction, reflection) and areas for self-regulation (cognition, motivation, behavior, context); (b) emphasizing the role of motivation in self-regulation; (c) conducting research linking learning, motivation, and self-regulation; (d) exploring the development of and interventions to enhance self-regulatory processes; (e) investigating how the complexities of classrooms and schools affect self-regulation; and (f) helping to develop the MSLQ to assess self-regulated learning, cognition, and motivation. Paul’s writings provide ideas for future research on self-regulated learning. Paul Pintrich left a rich legacy through his theoretical elaboration, exemplary research, dissemination and advocacy, and personal and professional friendships

Heats of dilution of sodium chloride temperature dependence

The recent increase of interest in high temperature thermodynamic data has revealed that very little precise data exists. Also, the data that does exist contains some large uncertainties. An efficient and accurate method is needed by which high temperature thermodynamic data can be obtained. This is essential not only for extending the present knowledge of aqueous electrolyte solutions, but also to remove the uncertainties now existing in published data. The heats of dilution of sodium chloride have been measured over a concentration range of 0.1 m to 6.0 m at 40°, 50°, 60°, 70°, and 80° . These measurements were made using a micro-degree calorimeter. The experimental data was extrapolated to infinite dilution using the extended Debye-Hückel equation. The partial molal heat contents of solute and solvent were calculated from the experimental heats of dilution. These values in turn were used to correct existing activity coefficients and osmotic coefficients at 25° to higher temperatures. The calculated values were found to be in excellent agreement with existing data. The apparent molal heat capacity of solute was also calculated from partial molal heat content of solute; however, no real conclusions as to the accuracy of these values could be reached. It is concluded that use of heat of dilution data to correct existing values of thermodynamic quantities to higher temperatures is an efficient and precise technique

Social-self interaction and achievement behavior

This article describes a dynamic model of achievement in which social influences are internalized and used self-regulatively by learners. The conceptual focus is social cognitive theory with emphasis on triadic reciprocality and phases of self-regulatory development. Social (instructional) factors, self (personal) influences, and achievement outcomes (behaviors) reciprocally interact during learning; the direction and strength of reciprocal influence will vary due to level of skill acquisition and phase of self-regulatory development. Research is summarized on social modeling, self-verbalization, and goals with progress feedback; each involves social transmittal of skills and strategies and a means for learner internalization. The social cognitive perspective is contrasted with other theoretical views that highlight the role of the social environment in learning. This article concludes with suggestions for future research

Polite responses to polite requests

Indirect requests vary in politeness, for example, Can you tell me where Jordan Hall is? is more polite than Shouldn't you tell me where Jordan Hall is? By one theory, the more the literal meaning of a request implies personal benefits for the listener, within reason, the more polite is the request. This prediction was confirmed in Experiment I. Responses to indirect requests also vary in politeness. For Can you tell me where Jordan Hall is?, the response Yes, I can — it's up the street is more polite than It's up the street. By an extension of that theory, the more attentive the responder is to all of the requester's meaning, the more polite is the response. This prediction was confirmed in Experiments 2, 3 and 4. From this evidence, we argued that people ordinarily compute both the literal and the indirect meanings of indirect requests. They must if they are to recognize when the speaker is and isn't being polite, and if they are to respond politely, impolitely, or even neutrally

Reward Contingencies and the Development of Children's Skills and Self-Efficacy

This experiment tested the hypothesis that rewards offered for performance attainments during competency development promote children's arithmetic skills and percepts of self-efficacy. Children received didactic instruction in division operations and were offered rewards contingent on their actual performance, rewards for simply participating, or no rewards. Results showed that performance-contingent rewards led to the highest levels of division skill and self-efficacy, as well as the most rapid problem solving during the training program. In contrast, offering rewards for participation resulted in no benefits compared with offering no rewards. The findings suggest caution in how rewards are distributed in educational contexts

Inherent Details of Self-Regulated Learning Include Student Perceptions

Winne' s (1995) thoughtful and proactive article stressed the role of metacognitive processes in self-regulated learning. Although metacognition and forms of knowledge are important, they provide an incomplete picture of the processes involved in self-regulation. Theoretical and empirical evidence support the inclusion of student perceptions and motivational processes as integral components of self-regulation. Research incorporating the operation of student knowledge and perceptions will make a significant contribution to the self-regulation literature and have important implications for instruction