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Metaliteracy Post
Student’s Name
Institutional Affiliation
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Metaliteracy Post

The learning situation identified in the M2 course project blog is Exercise Physiology.

This is a course that allows students to learn about Kinesiology, human movement, and

biomechanics. Specifically, I would like to teach about Vo2 max and lactate threshold testing

and its importance on training. Vo2 max is the measure of the amount of oxygen used up during

an exercise while lactate testing involves the determination of the amount of energy during an

exercise. The target learners are scheduled to be athletic trainers, personal trainers, strength

coaches, students, and other faculty members as well as any other adult who would have an

interest in learning this course. Vo2 max/lactate testing can sometimes be difficult learners to

comprehend because it requires a lot of learning and voluminous analysis of information.

Therefore, to make the learning interesting and participative, I plan to focus on the use of three

forms of metaliteracy and ensure that they enhance their cognitive activities through various

exercises such as giving a theme to the students and allowing them to practice their creativity.

I plan to use digital literacy to enable learners to develop the ability to access and use

information from online sources. According to Paul Gilster, digital literacy allows someone to

make an informed decision on the information he/she finds on-line (Fantin, 2010). In that way, I

will equip my learners with skills of this form of metaliteracy to enhance their critical thinking

which will eventually enable them to apply the knowledge gained from the online platforms to

create their information. I would incorporate videos in digital literacy platforms such as

YouTube where my target learners will watch the practical side of Vo2 max and lactate testing to

relate theoretical knowledge learned in class with real-life events. After watching, I will give

weekly themes to the students where they will have a chance to showcase their creativity through

varying presentations such as PowerPoint, essays, or building something related to the course.
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The other metaliteracy skill that I will teach my targeted learners is visual literacy. This

form of information learning allows a learner to interpret and sort symbols and visual actions

(Mackey & Jacobson, 2011). In other words, it equips the visually literate people with the ability to

communicate using numerous forms such as combining text with symbols or images in a manner

that indicates competency in imaginative writing. The importance of visual literacy is that it can

be applied in hybrid classes. Thus, learners will have the opportunity to apply their knowledge of

visual literacy to come up with handwritten responses demonstrating their creativity by

incorporating images and texts to the themes that I will be giving to the class.

The third metaliteracy skill that I intend to teach my students is Cyberliteracy. The idea

behind this type of information learning is to allow learners to be active participants in the

process of learning (Yano, 2007). Besides, cyberliteracy introduces the learners to web-

environments and the internet. I will utilize the opportunity availed by this form of metaliteracy

to equip my targeted students with skills to extract relevant information from the internet and use

numerous internet media to air their opinions. Also, I will emphasize the understanding of ethical

and social issues while using the internet to communicate such as respect for people’s privacy,

accessibility of various media, and online diversity. The theme exercise will enable students to

extract information from the internet based on the topic of the theme and thereafter come up with

individual responses and presentations on internet platforms such as Facebook and Twitter.
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References

Fantin, M. (2010). Perspectives on Media Literacy, Digital Literacy and Information

Literacy. International Journal of Digital Literacy and Digital Competence, 1(4), 10–15.

https://doi.org/10.4018/jdldc.2010100102

Mackey, T. P., & Jacobson, T. E. (2011). Reframing Information Literacy as a

Metaliteracy. College & Research Libraries, 72(1), 62–78. https://doi.org/10.5860/crl-

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Yano, N. (2007). What is cyberliteracy? Journal of Information Processing and

Management, 49(12), 696–699. https://doi.org/10.1241/johokanri.49.696