Using constructive alignment to support metaliteracy in international classrooms
Using constructive alignment to support metaliteracy in international classrooms
This paper discusses strategies for promoting literacy and metaliteracy development in international and multicultural classrooms. Drawing on the first author’s observational research and the second author’s expertise in metaliteracy, we present a case study of international postgraduate students in an interdisciplinary department. The authors synthesize their different areas of work to describe how a fusion of metaliteracy, constructive alignment, and learning oriented assessments (LOA) facilitates student engagement with theories of knowledge organization and extensible markup language (XML) data-encoding standards. Our discussion describes curriculum design and redesign strategies and contextualizes observations about student success. The authors’ observations provide a basis for proposing methods for using metaliteracy to implement constructive alignment and LOA methods for promoting collaborative and truly diverse learning.
1-16
Schuster, Kristen
78ff3644-e96b-40c6-b956-28a5b4c0cd26
Stewart, Kristine N.
372ebef1-6536-4875-b79f-acb3c1768363
31 March 2021
Schuster, Kristen
78ff3644-e96b-40c6-b956-28a5b4c0cd26
Stewart, Kristine N.
372ebef1-6536-4875-b79f-acb3c1768363
Schuster, Kristen and Stewart, Kristine N.
(2021)
Using constructive alignment to support metaliteracy in international classrooms.
Journal for the Association for Library Science Education (JELIS), 62 (1), .
(doi:10.3138/jelis.62.1-2019-0077).
Abstract
This paper discusses strategies for promoting literacy and metaliteracy development in international and multicultural classrooms. Drawing on the first author’s observational research and the second author’s expertise in metaliteracy, we present a case study of international postgraduate students in an interdisciplinary department. The authors synthesize their different areas of work to describe how a fusion of metaliteracy, constructive alignment, and learning oriented assessments (LOA) facilitates student engagement with theories of knowledge organization and extensible markup language (XML) data-encoding standards. Our discussion describes curriculum design and redesign strategies and contextualizes observations about student success. The authors’ observations provide a basis for proposing methods for using metaliteracy to implement constructive alignment and LOA methods for promoting collaborative and truly diverse learning.
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Published date: 31 March 2021
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Local EPrints ID: 481839
URI: http://eprints.soton.ac.uk/id/eprint/481839
PURE UUID: c0d42cdb-783d-4696-9150-dec649684396
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Date deposited: 11 Sep 2023 16:38
Last modified: 18 Mar 2024 04:14
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Author:
Kristen Schuster
Author:
Kristine N. Stewart
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