Goals and Learning Objectives

Metaliteracy is based upon a core set of goals and objectives that encompasses the metaliteracy learning domains (affective, behavioral, cognitive, and metacognitive). Each of the four broad goals  encompasses a number of learning objectives that elucidate the knowledge, actions, acknowledgement of emotions, and reflective practices critical to metaliterate individuals. The original metaliteracy goals and learning objectives were developed in 2014. They were revised in 2018 to address a radically increased prevalence of disturbing behaviors and norms connected to the information environment. For example, both the first and second objectives under Goal 1 were added because of these concerns: “Verify expertise but acknowledge that experts do exist” and “Acknowledge that content is not always produced for legitimate reasons, and that biases exist, both subtle and overt.” In addition, there was some change in the placement. The objective that learners are also teachers, for example, moved from Goal 4, which is connected to lifelong learning, to Goal 3, on the production and sharing of information.

Both the new and older versions are linked below, as is the page that links to translations of the goals and learning objectives.

11 thoughts on “Goals and Learning Objectives

  1. I really like the direction your research is taking the field. These learning objectives are moving closer to an epistemology that can ground literacy instruction in the scholarly foundation we need. Well done.

    • We understand the point you are making. Since this item is under goal 3, “Share information and collaborate in a variety of participatory environments,” this is the context we had in mind. Would changing the phrase to “understand the potential impact of online tools in order to facilitate sharing and collaboration” clarify this?

      • A little bit. I wonder if you could give examples of “online tools” as you did in LO #3 with “information formats.” Or are they they same? Also, does “potential impact” refer to the potential reception and dissemination of information transmitted via these tools?

  2. A little bit. I wonder if you could give examples of “online tools” as you did in LO #3 with “information formats.” Or are they they same? Also, does “potential impact” refer to the potential reception and dissemination of information transmitted via these tools?

    • Nancy, we made a change to this item (which is now LO #6 under Goal 3) based on your feedback, providing examples that we hope will clarify the LO. Yes, your interpretation of potential impact is what we had in mind.

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