Using Constructive Alignment to Support Metaliteracy in International Classrooms
Source of Publication
Journal of Education for Library and Information Science
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.
Association for Library and Information Science Education (ALISE)
Library and Information Science
Inclusive curriculum, International students, Learning oriented assessment, Metadata, Metaliteracy
Schuster, Kristen and Stewart, Kristine N., "Using Constructive Alignment to Support Metaliteracy in International Classrooms" (2021). All Works. 4566.
Indexed in Scopus