Metaliteracy: Reinventing Information Literacy to Empower Learners

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$67.00
ALA Member: 
$ 60.30
Item Number: 
978-1-55570-989-1
Published: 
2014
Publisher: 
ALA Neal-Schuman
Pages: 
248
Width: 
6"
Height: 
9"
Format: 
Softcover
AP Categories: 
A

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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