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.
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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 IntelligencesMultiliteraciesMultimodal LiteracyTransliteracyMetacompetency and Convergence
The Metaliteracy Model
Conclusion
References
Chapter 2: Metaliteracy in the Open Age of Social Media
Trends in Social Media
Social and Visual NetworkingBlogs and MicroblogsGlobal Mobility
From Information Age to Post-Information Age
The Information AgeThe Post-Information Age
The Open Age of Social Media
ParticipationOpennessMetadata and the Semantic Web
Conclusion
References
Chapter 3: Developing the Metaliterate Learner by Integrating Competencies and Expanding Learning Objectives
Related Literacies
Discrete Literacies
Media LiteracyDigital LiteracyCyberliteracyVisual LiteracyMobile LiteracyCritical Information LiteracyHealth Literacy
Combined Literacies
TransliteracyNew Media LiteracyICT LiteracyInformation 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 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
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 LiteracyOERsThe Prague Declaration: Anticipating Later MIL Initiatives
IFLA
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
Conclusion
References
Chapter 5: Survey of the Field: From Theoretical Frameworks to Praxis
Research Questions
Methods
Survey DesignDistribution Method
Results
Response RateDemographicsSurvey Results
Teaching BackgroundTechnology Infrastructure and SupportKnowledge of Literacies and Literacy FrameworksComponents of Information Literacy TeachingChanging Information Environment
Data Analysis
AgeLiteracies to Include in Information Literacy InstructionPreparation Levels and Required Technologies
Discussion and Implications for Further Research
PopulationsIncreased Awareness of Evolving LiteraciesThe 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 GuideTopic Selection for Final ProjectsImplementation of Wiki
Goals for the Project Revision
Analysis of Wiki Project Based on Elements of TransparencyStudent Perceptions of Wiki
Additional Metaliteracy Elements
Evolution Toward Information Literacy as a Metaliteracy
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
Expanding Discomfort, Expanding Knowledge
References
Chapter 7: Exploring Digital Storytelling from a Metaliteracy Perspective
Institutional Context
SUNY Empire State CollegeCenter for Distance LearningCollege-Level Learning Goals
Digital Storytelling
Learning Design
Learning ObjectivesCreating Digital Stories
Mapping the Metaliteracy Model to Digital Storytelling
Conclusion
References
About the Authors
Index
"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
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