Teenagers’ media and information literacy and self-regulated learning within “empowering” activities
(2021) 7th European Conference on Information Literacy (ECIL 2021) — Location: Bamberg, DE / Online (20.September.2021)
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- 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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Bihl, J., & Fastrez, P. (2021). Teenagers’ media and information literacy and self-regulated learning within “empowering” activities. 7th European Conference on Information Literacy (ECIL 2021), Bamberg, DE / Online. https://hdl.handle.net/2078.5/216650