What distinctions are currently being made between the nature of information literacy and metaliteracy
What distinctions are currently being made between the nature of information literacy and metaliteracy
1. https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdf
https://courses.lumenlearning.com/isucceed-wm-collegesuccess/chapter/outcome-metaliterate-learner/
Post a reflective response to this prompt: What distinctions are currently being made between the nature of information literacy and metaliteracy, and what are the implications for teaching and learning, particularly for your own professional (or personal) context?
2. For PK-8 and family/home
https://www.education.com/games/
https://www.jumpstart.com/aboutus/jumpstart
https://www.schoolgen.co.nz/teachers/online-games/
For HS/college/adults
https://www.anatomyarcade.com/games/games.html
https://www.realbodywork.com/articles/game-muscles-1/
https://www.learn4good.com/games/for-high-school-students.htm
https://www.americasarmy.com/ *some violence, disturbing visuals (recently shut down)
http://270soft.com/us-election-games/president-election-game-2016/
https://www.lumosity.com/en/ After experimenting with one or more of the suggested online games listed in week 1: activity, offer thoughts on the ways in which you feel your chosen game/s fostered connection, a sense of ‘community,’ and/or engagement. What aspects of the game’s visual or design features were most compelling? Why/why not?
3. Think back on your own learning experiences in both face-to-face and online or blended formats. What kinds of activities, teaching approaches, or design features motivated you to engage with the material? Would you characterize your examples as supporting intrinsic or extrinsic motivation? (Refer to the following article in your talk)
Sansone, & Tang, Y. (2021).chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/ https://selfdeterminationtheory.org/wp-content/uploads/2021/08/2021_SansoneTang_MS_Manuscript.pdf
Requirements: as needed | .doc file
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