Teenagers’ media and information literacy and self-regulated learning within “empowering” activities
Bibliographic record
Abstract
This presentation introduces a framework to explain teenagers’ performances in an information search and multimedia creation activity. Specifically, we investigate the influence of empowerment on the appropriation of this activity, considered as a situation of experiential learning, and the resulting self-regulation processes used by the students. This research constitutes the doctoral thesis of the first author, and is integrated into an international study (2018-2022) on the assessment of the media and information literacy of teenagers in online information search and multimedia creation in the French-speaking community of Belgium, Québec, France and Switzerland. In the first data collection phase of this project (May 2019), a large sample of Belgian students (N~2000) completed a survey questionnaire on their self-reported practices, their self-assessed competences, knowledge and skills related to information search and multimedia creation, and on their dispositions towards self-learning (Carré, 2016). Based on this dataset, we explore the relationships between teenagers’ self-assessments and their self-reported learning readiness, focusing on self-efficacy feelings, cognition needs, learning pleasure, prove goal orientation and persistence. We will present the first results of this study. Our further aim is to investigate the effects of students’ self-regulation mechanisms on the development of their media and information literacy, and vice versa. To this end, we will present the second data collection plan (2020-2021), during which a smaller sample of students will be invited to complete a complex task consisting in creating a multimodal article on a website based on the results of an extensive web search. In this second phase, the students’ media activity will be observed as a situation of experiential learning (Kolb, 2015) which stimulates self-learning regulation strategies (Cosnefroy, 2011), as it requires students to learn how to inform and to express themselves on a specific subject, through a dedicated medium. The task design will include several features intended to support the students’ feeling of empowerment (e.g. the possibility to choose the subject of their production) in order to confirm our hypothesis that self-regulation strategies can be enhanced in a situation of empowerment (Bacqué & Biewener, 2013). As the activity will be assessed, and will take place in the school context, students may feel empowered to various degrees, despite our best efforts. Hence, we will use these variations to analyze how teenagers’ feeling of empowerment affects their reflexivity, and more specifically their self-regulated learning strategies (Cosnefroy, 2011). Overall, by uncovering the conditions under which media and information literacy can enhance self-learning, and vice versa, our research should offer insights for the development of emancipatory pedagogy. References Bacqué, M.-H., & Biewener, C. (2013). L’empowerment, un nouveau vocabulaire pour parler de participation ? Idées économiques et sociales, N° 173(3), 25. https://doi.org/10.3917/idee.173.0025 Carré, P. (2016). L’apprenance : Des dispositions aux situations. Education Permanente, 7‑24. Cosnefroy, L. (2011). L’apprentissage autorégulé. Entre cognition et motivation. Grenoble : PUG. Kolb, D. A. (2015). Experiential learning : Experience as the source of learning and development (2nd edition). Pearson Education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".