The Metacognitive Dimension of Metaliteracy

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The dimension of metaliteracy provides me with new valuable insights about literacy development. It encourages us to think and do research in a more reflective way. In the video, it talks about how to manage your own thinking and gives an example of the process an artist goes through to create a painting, including an awareness of what colors complement each other, what brushes should be used, etc.

Through reading the metacognitive theories, it is clear that as a student, being a critical and creative thinker is important. However, we should also be reflective about our learning. During the research process for my group’s topic, social media security, I began by googling it. The results turned out to be unsatisfactory. Most results were not academically related to my topic. Some of the top search results were just some companies’ advertisements. I began to think about the way I used to do research. Whenever I was assigned a topic, I would always just go to google for help. Actually, this way of doing research is usually not that efficient. A better way, I discovered, was to figure out what kind of materials I want that are academically related to my topic, like journals and other reference materials. Through this, I used EBSCO database to do the research. During the research, I kept checking the way I think about the topic; for example, I confined the search to only produce results containing the key words social, media, and security. However, there were still too many unrelated results. I then rethought what kind of key words to use for the topic to see what I had missed and then added network to the result. I also limited the reference results to be published after 2003.

In sum, the metacognitive dimension of metaliteracy makes me conduct research more efficiently.

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