Metaliteracy in Practice
|edited by Trudi E. Jacobson and Thomas P. Mackey
Item Number: 978-0-8389-1379-6
Publisher: ALA Neal-Schuman
6" x 9"
Year Published: 2016
AP Categories: A, I
Read a sample of the book now!
In their earlier book Metaliteracy, the authors offered an original framework for engaging learners as reflective and collaborative participants in today's complex information environments. Now, they move that comprehensive structure for information literacy firmly into real-world practice, highlighting the groundbreaking work of librarians and faculty who are already applying the metaliteracy model in distinctive teaching and learning settings. Representing multiple disciplines from a range of educational institutions, this book explores
The case studies presented in this valuable resource demonstrate how librarians and educators can help students effectively communicate, create, and share information in today’s participatory digital environments.
- relationships among metaliteracy, digital literacy, and multimodal literacy;
- incorporating the ACRL Framework for Information Literacy for Higher Education;
- the metaliteracy model and emerging technologies;
- flexible course design and social media;
- students as creators of information;
- application of metaliteracy in specialized environments, such as nursing education;
- metaliteracy and institutional repositories;
- LibGuides as a student information creation tool;
- the metacognitive dimension of research-based learning;
- metaliteracy as empowerment in undergraduate learning outcomes;
- agency and the metaliterate learner; and
- metaliteracy, agency, and praxis.
Table of Contents
List of Figures and Tables
Foreword, by Alison J. Head
Chapter 1 Revising for Metaliteracy: Flexible Course Design to Support Social Media Pedagogy
Donna Witek and Teresa Grettano
Chapter 2 The Politics of Information: Students as Creators in a Metaliteracy Context
Lauren Wallis and Andrew Battista
Chapter 3 Metaliteracy Learning of RN to BSN Students: A Fusion of Disciplinary Values and Discourses
Barbara J. D’Angelo and Barry M. Maid
Chapter 4 Where Collections and Metaliteracy Meet: Incorporating Library-Owned Platforms into Open and Collaborative Library Instruction
Chapter 5 Empowering Learners to Become Metaliterate in a Digital and Multimodal Age
Sandra K. Cimbricz and Logan Rath
Chapter 6 Metacognition Meets Research-Based Learning in the Undergraduate Renaissance Drama Classroom
Michele R. Santamaria and Kathryn M. Moncrief
Chapter 7 Promoting Empowerment through Metaliteracy: A Case Study of Undergraduate Learning Outcomes
Kristine N. Stewart and David M. Broussard
Chapter 8 Developing Agency in Metaliterate Learners: Empowerment through Digital Identity and Participation
Chapter 9 Metaliteracy, Networks, Agency, and Praxis: An Exploration
About the Editors and Contributors
About the Editors
Trudi E. Jacobson, Distinguished Librarian, is Head of the Information Literacy
Department at the University Libraries, University at Albany. Her professional
interests focus on team-based and other forms of active learning,
learner motivation, digital badging, and, of course, metaliteracy, a concept
Tom Mackey and she developed in response to inadequate conceptions of
information literacy in a rapidly changing information environment. Her website is trudijacobson.com.
Thomas P. Mackey is Vice Provost for Academic Programs at SUNY Empire
State College. His professional interests include open learning in innovative
social spaces and critical engagement with emerging technologies.
His collaborative work with Trudi Jacobson to originate the metaliteracy
framework emphasizes the reflective learner as producer and participant
in dynamic information environments. He appreciates all of their work
together, especially the metaliteracy research, writing, editing, teaching,
grant projects, and design of innovative learning spaces using competency-based
digital badging and massive open online courses (MOOCs).
”This volume connects with
the ACRL 2015 Framework for
Information Literacy for Higher
Education and includes examples
of how academic librarians and
teaching faculty have used the
concept of metaliteracy in real
life … Paul Prinsloo’s concluding essay
suggests visualizing metaliteracy
less as a collection of skills and
more as a ‘boundary activity’ that
allows people to understand and
be agents within their world. It is a healthy perspective for all who
feel that literacies are spinning out
of our control, a realization that
we’re all part of this maelstrom of
change, and what we need to ride
the whirlwind will be constantly
— Catholic Library World
”A valuable contribution to the literature of library and information science and explores many of the salient questions and concerns of instruction librarians and other educators, including how we may help students explore the more complex, conceptual dimensions of information literacy, such as the social, political, and ethical dimensions of information creation, distribution, and use. The book’s collected chapters may serve as catalysts for librarians to reexamine their work with students and to consider ways in which they may partner with other educators to integrate information literacy (including metaliteracy) into academic programs and curricula."
— Communications in Information Literacy
”A timely publication—first, because the notion of metaliteracy has captured the attention of many academics, and second, because metaliteracy learning goals dovetail with the new ACRL Framework for Information Literacy in Higher Education. This book can be a source for inspiration and practical ideas to refresh the information literacy program of any academic library."
”An important read for any librarian or faculty who have teaching roles, or who play a role in the production of content that students interact with. The practical applications of metaliteracy described in this book will be incredibly useful for anyone developing assignments and evaluation frameworks to be used in teaching across disciplines, whether they are starting to plan a new course from scratch, or simply want to rework an existing course to better teach and evaluate for metaliteracy skills."
— College & Research Libraries