Metaliteracy: Reinventing Information Literacy to Empower Learners

Thomas P. Mackey Trudi E. Jacobson

$67.00

ALA Member:

$ 60.30

Item Number:

978-1-55570-989-1

Published:

2014

Publisher:

ALA Neal-Schuman

Pages:

248

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Format:

Softcover

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Description
Table of Contents
About the Authors
Reviews

Today's learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In Metaliteracy, respected information literacy experts Mackey and Jacobson present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share) prevalent in today's world. Combining theory and case studies, the authors

Show why media literacy, visual literacy, digital literacy, and a host of other specific literacies are critical for informed citizens in the twenty-first century
Offer a framework for engaging in today's information environments as active, selfreflective, and critical contributors to these collaborative spaces
Connect metaliteracy to such topics as metadata, the Semantic Web, metacognition, open education, distance learning, and digital storytelling

This cutting-edge approach to information literacy will help your students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers.

Acknowledgments

Foreword by Sheila A. Webber

Preface

Chapter 1: Developing a Metaliteracy Framework to Promote Metacognitive Learning

Metaliteracy

The Meta in Metaliteracy

Metacognition

Toward a Metaliteracy Framework

Multiple Intelligences

Multiliteracies

Multimodal Literacy

Transliteracy

Metacompetency and Convergence

The Metaliteracy Model

Conclusion

References

Chapter 2: Metaliteracy in the Open Age of Social Media

Trends in Social Media

Social and Visual Networking

Blogs and Microblogs

Global Mobility

From Information Age to Post-Information Age

The Information Age

The Post-Information Age

The Open Age of Social Media

Participation

Openness

Metadata and the Semantic Web

Conclusion

References

Chapter 3: Developing the Metaliterate Learner by Integrating Competencies and Expanding Learning Objectives

Related Literacies

Discrete Literacies

Media Literacy

Digital Literacy

Cyberliteracy

Visual Literacy

Mobile Literacy

Critical Information Literacy

Health Literacy

Combined Literacies

Transliteracy

New Media Literacy

ICT Literacy

Information Fluency

Metaliteracy Learning Goals and Objectives

Goal 1: Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis

Goal 2: Understand personal privacy, information ethics, and intellectual property issues in changing technology environments

Goal 3: Share information and collaborate in a variety of participatory environments

Goal 4: Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals

Integrating the Four Domains

The Metaliterate Learner

Conclusion

References

Chapter 4: Global Trends in Emerging Literacies

International Trends in Open Education

Literacy Initiatives from International Organizations

UNESCO

UNESCO's Media and Information Literacy

OERs

The Prague Declaration: Anticipating Later MIL Initiatives

IFLA

The Bologna Process and the Tuning Project

Evolving Information Literacy Frameworks

Examples of Recent Information Literacy Frameworks

United Kingdom: Seven Pillars of Information Literacy

2011 SCONUL Seven Pillars Model

Revised Pillars and Graphical Representation

Convergences between Metaliteracy and the Seven Pillar Models

Adaptations via Lenses

Hong Kong: Information Literacy Framework for Hong Kong Students

Conclusion

References

Chapter 5: Survey of the Field: From Theoretical Frameworks to Praxis

Research Questions

Methods

Survey Design

Distribution Method

Results

Response Rate

Demographics

Survey Results

Teaching Background

Technology Infrastructure and Support

Knowledge of Literacies and Literacy Frameworks

Components of Information Literacy Teaching

Changing Information Environment

Data Analysis

Age

Literacies to Include in Information Literacy Instruction

Preparation Levels and Required Technologies

Discussion and Implications for Further Research

Populations

Increased Awareness of Evolving Literacies

The State of the Literature/The State of Awareness

Conclusion

References

Appendix 5.1: Survey—Information Literacy as a Metaliteracy

Chapter 6: The Evolution of a Dedicated Information Literacy Course Toward Metaliteracy

Evolving Information Literacy General Education Requirement

Transformations to the Final Project in the Information Literacy Course Taught by Librarians

Team-Based Learning and Its Effect on the Research Guide

Topic Selection for Final Projects

Implementation of Wiki

Goals for the Project Revision

Analysis of Wiki Project Based on Elements of Transparency

Student Perceptions of Wiki

Additional Metaliteracy Elements

Evolution Toward Information Literacy as a Metaliteracy

Expanded Information Literacy General Education Course

A New, Social Media-Focused Course

Application Exercises to Enhance Metaliteracy Skills by Gregory Bobish

Exercise 1: YouTube Video Removal Exercise

Exercise 2: Primary Information: Finding Experts via Blogs and Twitter

Remix Final Project

Expanding Discomfort, Expanding Knowledge

References

Chapter 7: Exploring Digital Storytelling from a Metaliteracy Perspective

Institutional Context

SUNY Empire State College

Center for Distance Learning

College-Level Learning Goals

Digital Storytelling

Learning Design

Learning Objectives

Creating Digital Stories

Mapping the Metaliteracy Model to Digital Storytelling

Conclusion

References

About the Authors

Index

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 https://sites.google.com/view/thomaspmackey/home.

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 trudijacobson.com.

"This book is of great value to any librarian seeking to find ways to integrate literacy into a classroom. It will also be useful to any instructional designer wanting to integrate the ever-growing number of literacies into the development sessions offered to faculty."
— ARBA

"A broad audience of educators at many levels will benefit from this well constructed, formatted, and developed study of how best to reach today's learners."
— Catholic Library World

"A valuable contribution to the discussion of information and related literacies that successfully pushes the discussion into areas of reflective learning and acknowledges the challenges and opportunities of new technologies. The volume will likely be of interest to instruction librarians, especially in higher education settings, and to library science faculty who teach in areas of library instruction and information and related literacies."
— Library & Information Science Research

"The authors do an excellent job explaining the theoretical framework for their metaliteracy model, and anyone with an interest in the future of information literacy would find this section thought-provoking … The imminent completion of the ACRL Framework makes this book a timely and valuable addition to the ongoing debate about the future of information literacy."
— Portal

"A concise, informative, and well-written volume. Their style and voice have the practiced ease of familiarity."
— Serials Review