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.
- Table of Contents
- About 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
Multiple IntelligencesMultiliteraciesMultimodal LiteracyTransliteracyMetacompetency and Convergence
Social and Visual NetworkingBlogs and MicroblogsGlobal Mobility
The Information AgeThe Post-Information Age
ParticipationOpennessMetadata and the Semantic Web
Media LiteracyDigital LiteracyCyberliteracyVisual LiteracyMobile LiteracyCritical Information LiteracyHealth Literacy
TransliteracyNew Media LiteracyICT LiteracyInformation Fluency
Goal 1: Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikisGoal 2: Understand personal privacy, information ethics, and intellectual property issues in changing technology environmentsGoal 3: Share information and collaborate in a variety of participatory environmentsGoal 4: Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goalsIntegrating the Four DomainsThe Metaliterate Learner
UNESCO's Media and Information LiteracyOERsThe Prague Declaration: Anticipating Later MIL Initiatives
The Bologna Process and the Tuning ProjectEvolving Information Literacy FrameworksExamples of Recent Information Literacy FrameworksUnited Kingdom: Seven Pillars of Information Literacy2011 SCONUL Seven Pillars ModelRevised Pillars and Graphical RepresentationConvergences between Metaliteracy and the Seven Pillar ModelsAdaptations via LensesHong Kong: Information Literacy Framework for Hong Kong Students
Survey DesignDistribution Method
Response RateDemographicsSurvey Results
Teaching BackgroundTechnology Infrastructure and SupportKnowledge of Literacies and Literacy FrameworksComponents of Information Literacy TeachingChanging Information Environment
AgeLiteracies to Include in Information Literacy InstructionPreparation Levels and Required Technologies
PopulationsIncreased Awareness of Evolving LiteraciesThe State of the Literature/The State of Awareness
Team-Based Learning and Its Effect on the Research GuideTopic Selection for Final ProjectsImplementation of Wiki
Analysis of Wiki Project Based on Elements of TransparencyStudent Perceptions of Wiki
Expanded Information Literacy General Education CourseA New, Social Media-Focused CourseApplication Exercises to Enhance Metaliteracy Skills by Gregory Bobish
Exercise 1: YouTube Video Removal ExerciseExercise 2: Primary Information: Finding Experts via Blogs and Twitter
Remix Final Project
SUNY Empire State CollegeCenter for Distance LearningCollege-Level Learning Goals
Learning ObjectivesCreating Digital Stories
"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."
"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."
"A concise, informative, and well-written volume. Their style and voice have the practiced ease of familiarity."
— Serials Review