Abstract

This paper investigates the origins of metaliteracy with a focus on media bias, misinformation, and disinformation and their pedagogical implications for information literacy (IL) in the writing classroom. Grounding the conversation in cognitive dissonancy theory and confirmation bias theory, the paper offers an overview of multiple web-based IL tools--including media bias charts and scales, fact-checking sites, and self-directed tools such as the CRAAP test and Jack Caulfield's SIFT method (aka The Four Moves)--and suggests pedagogical practices specifically for developmental classrooms. Concepts and practices that fall under the umbrella of metaliteracy include digital literacy, cyberliteracy, visual literacy, and transliteracy are discussed as skills that are increasingly important for college students as they interact with information dynamically in the landscape of today's complex digital age. 

Keywords: metaliteracy, information literacy (IL), media bias, misinformation, disinformation, developmental writing

How to Cite:

McGrew, H. M. (2024). Metaliteracy in the developmental classroom. Journal of the National Organization for Student Success, 1(1), 55-69. https://doi.org/10.61617/jnoss.14