Metaliteracy in Practice

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  • Description
  • Table of Contents
  • About the Authors
  • Reviews

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

  • 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.

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.

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



Amanda Scull

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



Irene McGarrity

Chapter 9    Metaliteracy, Networks, Agency, and Praxis: An Exploration



Paul Prinsloo

About the Editors and Contributors


Trudi E. Jacobson

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. Author or co-author of several books, her website is

Thomas P. Mackey

Thomas P. Mackey is Professor in the Department of Arts and Media at SUNY Empire State College. His professional interests emphasize metaliterate learning and the design of innovative social spaces to promote critical engagement with emerging technologies. His collaborative work with Trudi Jacobson to originate the metaliteracy framework promotes the reflective learner as producer and participant in dynamic information environments. They both lead the Metaliteracy Learning Collaborative on the development of metaliteracy-related research, writing, teaching, grant projects, and the design of innovative learning spaces using competency-based digital badging and massive open online courses (MOOCs). His website is

"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 changing."
— 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