CARLYN F.

NUFABLE BEED I-J

Psychological Literacy

This is where the concept of psychological literacy comes in. The term was first coined by
Boneau (1990), to describe the core knowledge and skill set acquired through the study of
psychology. More recently, the concept of psychological literacy has evolved to become less
prescriptive in terms of content, and more applied in nature. McGovern et al. (2010, p.11) define
psychological literacy as ‘being insightful and reflective about one’s own and others behaviour
and mental processes’ and having the ability to apply ‘psychological principles to personal, social,
and organizational issues in work, relationships and the broader community’. While Cranney et al.
(2012, p.4), describe psychological literacy as ‘the general capacity to adaptively and intentionally
apply psychology to meet personal, professional and societal needs’. The concept of psychological
literacy thus captures the ability of a psychology student to apply the knowledge and skills that
they acquire during their education to all aspects of life: the workplace, their personal lives and
the wider social context.

Growth and Development Literacy

Strategic reading involves preparing for reading course materials instead of just starting
on the first page. The Three Ps for Effective Reading involve establishing a purpose for reading by
looking at the assignment and thinking about where it fits into the course, previewing the material
by looking at chapter titles and section headings and thinking about the meanings of the words
used, and making a plan according to what one needs to be able to do as a result of doing the
reading. Underlining important information during reading is good practice, but it is not sufficient.
The student can add notes in the margin that organize the ideas and/ or take notes in a notebook
based on the underlined material while seeking not only to remember but to organize and translate
the ideas into his/her own words
ng Note-TakingMapping
Note-taking can be done in a system known as Cornell Notes. In this system, the student
creates a 2- to 3-inch margin on the left side of the notetaking paper, a broad main area on the
page, and a 2- to 3-inch footer at the bottom of the page. The broad area is used for notes and
drawings, the left-hand margin is used for key points and consolidating labels, and the footer is
used for general conclusions. This mode of note-taking enables the student to impose order on the
material—thus preparing it in advance for studying and being able to do something with the
material in other settings, including examinations.
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