dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer Relationship
This paper proposes the Digital Metacognitive Question–Answer Relationship (dmQAR) Framework, an adaptation of traditional QAR models for the complexities of digital reading environments. In response to the nonlinear, multimodal, and algorithmically curated nature of online texts, the dmQAR Framewor...
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MDPI AG
2025-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/6/751 |
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| author | Brittany Adams Nance S. Wilson Gillian E. Mertens |
| author_facet | Brittany Adams Nance S. Wilson Gillian E. Mertens |
| author_sort | Brittany Adams |
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| description | This paper proposes the Digital Metacognitive Question–Answer Relationship (dmQAR) Framework, an adaptation of traditional QAR models for the complexities of digital reading environments. In response to the nonlinear, multimodal, and algorithmically curated nature of online texts, the dmQAR Framework scaffolds purposeful metacognitive questioning to support comprehension, evaluation, and critical engagement. Drawing on research in metacognition, critical literacy, and digital reading, the framework reinterprets “Right There,” “Think and Search,” “Author and Me,” and “On My Own” question categories to align with the demands of digital spaces. Practical instructional strategies, including think-alouds, student-generated questioning, digital annotation, and reflection journals, are detailed to support implementation across diverse educational contexts. The paper emphasizes that developing self-regulated questioning is essential for fostering critical literacy and resisting surface-level engagement with digital texts. Implications for instruction highlight the need for explicit metacognitive scaffolding and equitable access to digital literacy tools. Future research directions include empirical validation of the framework’s impact on digital reading comprehension and exploration of developmental differences in metacognitive questioning practices. In an era of widespread misinformation and algorithmic bias, embedding metacognitive questioning into literacy education is vital for preparing students to navigate digital landscapes critically and reflectively. |
| format | Article |
| id | doaj-art-c42b2c1709da4367a39f877b7daf7301 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
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| series | Education Sciences |
| spelling | doaj-art-c42b2c1709da4367a39f877b7daf73012025-08-20T03:24:37ZengMDPI AGEducation Sciences2227-71022025-06-0115675110.3390/educsci15060751dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer RelationshipBrittany Adams0Nance S. Wilson1Gillian E. Mertens2Curriculum and Instruction, The University of Alabama, Tuscaloosa, AL 35487, USASUNY Cortland Literacy Department, State University of New York at Cortland, Cortland, NY 10345, USASUNY Cortland Literacy Department, State University of New York at Cortland, Cortland, NY 10345, USAThis paper proposes the Digital Metacognitive Question–Answer Relationship (dmQAR) Framework, an adaptation of traditional QAR models for the complexities of digital reading environments. In response to the nonlinear, multimodal, and algorithmically curated nature of online texts, the dmQAR Framework scaffolds purposeful metacognitive questioning to support comprehension, evaluation, and critical engagement. Drawing on research in metacognition, critical literacy, and digital reading, the framework reinterprets “Right There,” “Think and Search,” “Author and Me,” and “On My Own” question categories to align with the demands of digital spaces. Practical instructional strategies, including think-alouds, student-generated questioning, digital annotation, and reflection journals, are detailed to support implementation across diverse educational contexts. The paper emphasizes that developing self-regulated questioning is essential for fostering critical literacy and resisting surface-level engagement with digital texts. Implications for instruction highlight the need for explicit metacognitive scaffolding and equitable access to digital literacy tools. Future research directions include empirical validation of the framework’s impact on digital reading comprehension and exploration of developmental differences in metacognitive questioning practices. In an era of widespread misinformation and algorithmic bias, embedding metacognitive questioning into literacy education is vital for preparing students to navigate digital landscapes critically and reflectively.https://www.mdpi.com/2227-7102/15/6/751hedgingtransaction costsdynamic programmingrisk managementpost-decision state variable |
| spellingShingle | Brittany Adams Nance S. Wilson Gillian E. Mertens dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer Relationship Education Sciences hedging transaction costs dynamic programming risk management post-decision state variable |
| title | dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer Relationship |
| title_full | dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer Relationship |
| title_fullStr | dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer Relationship |
| title_full_unstemmed | dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer Relationship |
| title_short | dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer Relationship |
| title_sort | dmqar mapping metacognition in digital spaces onto question answer relationship |
| topic | hedging transaction costs dynamic programming risk management post-decision state variable |
| url | https://www.mdpi.com/2227-7102/15/6/751 |
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