The efficacy of 4Cs-based reading to foster 21st-century learning competencies

The omnipresence of 4Cs at tertiary education has shifted the attention of language classroom teachings toward the mastery of multifaceted intelligences. Resultant teaching praxis subsequently calls forth students’ high literacy, which affects the nature and extent of success and failure. This study strived to scrutinize how the 4Cs approach in Reading courses scaffolds students’ multidimensional 21st-century learning competencies. Data were collected through online survey and focus group discussion, with deductive and inductive content analysis subsequently operative. The findings have shed lights on how 4Cs-based reading instructions help teachers to create learning environment commensurate with the demand of 21st-century learning, which aids students’ learning in gaining metacognitive tools for high literacy. With clear framework of collaborative work and scaffolding, teachers can trigger and further direct students’ achievement goals and social goals towards high literacy.

Aligning Information Literacy Assessment with Metacognitive Strategies

Despite the popularity of metacognitive research, and the inclusion of similar concepts in professional guidelines, librarians have not incorporated metacognitive tools into their assessment strategies. This systematic literature review found (1) metacognitive assessments can act as a learning aide in encouraging higher-order thinking; (2) metacognitive assessments can be effective measurements under proper conditions with experienced learners; and (3) librarians have limited options when selecting assessment tools even as the demand for demonstrating the library’s value to stakeholders is increasing. The paper concludes with gaps in the literature and areas for future directions.

TEACHERS' TRAINING AND INCLUSIVE METACOGNITIVE TOOLS

A Research&Training project has been set up involving people attending courses for teaching qualification; the aim was to develop metacognitive tools to create inclusive reflection methodologies aimed at enhancing mental skills dealing with inclusive education. The theoretical framework combines the studies in professional Education and Teachers' Thinking with reflection-based and metacognitive training paradigms. By means of workshops, a reflecive-oriented metacognitive tool for inclusive training has been created; four individual writing activities were carried out, including professional writing, maps and case studies, together with a group project. The results showed the need to develop new educational devices and a shared language of teachers' professional knowledge that can be useful to adapt any context in the inclusive perspective of the so-called Education for all.

Mobile Seamless Learning from the Perspective of Self-Regulated Learning

Based on existing efforts to conceptualize and characterize Mobile Seamless Learning (MSL) from a variety of perspectives, recognition of an inherent link between MSL and lifelong learning rationalizes the necessity of viewing MSL from the perspective of Self-Regulated Learning (SRL). Thus, this article illustrates the key to understanding MSL is to view learners in MSL environments as agents of their own learning, who are motivated to and capable of learning anywhere, at any time. For the purpose of designing effective MSL systems in the future, this article attaches importance to an analytic SRL model of MSL, viewing MSL systems as social, cognitive, and metacognitive tools.