Enhancing Metacognitive Literacy: A Research Study Using Sticky Notes in the Classroom
Patricia Davis-Wiley, Deborah Wooten

Abstract
For this study, the researchers used a note-taking strategy for their Literacy and ESL methods graduate students to interact with their assigned text readings using sticky-notes to document their experiences in order to think metacognitively during their literacy meaning-making process. (The theoretical framework of the study was based on Louise Rosenblatt’s 1938 transacting with text research.) The results of a mixed-research method approach served to validate the efficacy of the authors’ sticky note/interacting-with-text approach, suggesting that this method can become a universal teaching/reading/learning/reflecting and discussion-enhancing metacognitive strategy appropriate for all levels of post-secondary students.

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