>> That's a great point.
>> Yeah. >> It was interesting, too,
we were talking earlier how in traditional models of information literacy,
the meta-cognitive piece hasn't really been emphasized as much.
>> Mm-hm.
>> It looks like it's going to be with the,
the new ACRL framework which has been influenced by meta-literacy.
>> Mm-hm.
>> We were talking, Trudy, about how previously-
. What, what were the aspects of the,
of the four domains that we've introduced that you saw as part of
an information literacy originally but
now has been greatly expanded to the, to the four domains?
>> And before I think it was really the cognitive and
the behavioral aspects of being able to find, evaluate, use information.
But now the meta-cognitive piece and also the affective piece.
>> Mm-hm. >> Because very often people are sort of
stymied by, sort of fear.
>> Yes, they are.
>> They can't do it, or everybody else can do it better than they can, and so
why should they try.
>> Yeah.
>> So these two new components really, I think,
are, really making a difference in both how people are teaching it.
>> Right. >> But
also if people are aware of it, sort of how they learn.
>> Oh there's, there's clear, there's the clearest evidence of,
of the effective component in the, in the scientific literature on,
in this area with regard to educational psychology.
even, even within the scientific journals using double blind experiments.
There was a recent one eh, in Science 2011 and
the researchers found that people actually in,
in high stakes exams who wrote about their fears and
reflected on their fears actually did better in the tests-
>> Hm.
Very interesting.
>> After the fact.
And there's also, there's also a strong belief now in the, the,
the idea of, of people, peop, people almost certainly have an implicit
understanding of their learning capacity which is almost certainly wrong.
It's formed very, very early in life and it's,
it's probably, it, the, the reason why thinking about thinking.
>> Mm-hm.
>> Metacognition, is so important is, is it challenges that idea.
people, it, it challenges people to, to reevaluate their capacity
to learn through the effect of moving through the behavioral moment.
So the, that's why the, thinking about thinking is so important,.
>> That's a really good point too.
Because I think learners today they make, make assumptions that maybe they're not
a good writer or they're not good at math because of an early experience they had.
But if they're giving that thought, that reflection later on that might
completely change their, their thoughts on it.
In fact it's interesting because we talked about how working with students in a,
in an environment and encouraging them to use technology,
they might come into the classroom, in, into an online environment with
certain assumptions about their own abilities with technology.
But if their, if we encourage them, challenge them to actually
use the technology and then to reflect on that use of technology.
>> And where they succeeded.
>> Exactly.
That that's going to have a huge impact on their own thoughts about themselves.
>> Oh yeah, confidence is critical in, in meta, in metacognition.
abs, absolutely, it's absolutely central to the, to,
to the way that people eh, feel about themself.
And I mean that's, that's one aspect of metacognition.
We sometimes, metacognition sometimes gives people the impression that we
are that we are not ta,
we are talking about conscious thought, conscious manipulation.
But it's not purely that.
I mean there's going to be in the,
in some of the scientific literature about metacognition in animals, and
whether it's, and, and whether animals are capable of metacognition.
There's some evidence that they actually are,
which would mean that metacognition is, is, is prior even to language itself.
Which would be, which is primor, as primordial as, as, as it can get.