Thomas P. Mackey, Ph.D., is Professor of Arts and Media in the School of Arts and Humanities at State University of New York (SUNY) Empire State College. His research into metaliteracy, a pedagogical framework he originated with Prof. Trudi E. Jacobson develops learners as reflective, informed, and self-directed producers of information. They both lead the Metaliteracy Learning Collaborative to advance metaliteracy research, writing, teaching, grant projects, open educational resources (OER), and the design of innovative learning environments. He and Prof. Jacobson have both been invited to keynote on metaliteracy in the United States and internationally. They provide updates on their research through their collaborative blog at metaliteracy.org. Prof. Mackey served as Associate Dean and Dean of the Center for Distance Learning (CDL), and in senior management roles as Vice Provost for Academic Programs and Interim Provost. He teaches courses in History & Theory of New Media, Information Design, Digital Storytelling, and Ethics of Digital Art & Design and has developed several international Massive Open Online Courses (MOOCs) about metaliteracy. His faculty website is: https://www.tpmackey.com/.
- Table of Contents
- About the Authors
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Foreword by Jako Olivier, UNESCO Chair on Multimodal Learning, and OER Professor in Multimodal Learning, North-West University, South Africa
In this book, information literacy instructors, educators, librarians, and faculty will discover insights into both the theoretical and practical nature of metaliterate learning.
In this newest book in their series, the authors carefully examine the central role of learners as producers of information, a foundational idea for the metaliteracy framework and one that’s more important than ever in our current media and information environment. They emphasize the active role today’s learners play as individual and collaborative metaliterate producers of information in various forms, including writing, digital stories, digital artifacts, and multimedia productions. The authors explore a range of connected social settings from online courses to social media to open learning environments. Featuring a new metaliteracy diagram that defines the core components of metaliteracy as well as several illustrative case studies, this book
- offers an overview of the development of the metaliterate producer through metaliteracy’s goals, learning objectives, learning domains, active learner roles, and associated characteristics;
- examines the ethical responsibilities of creating information and building connected communities of trust;
- explores the ways in which metaliteracy provides scaffolding for open pedagogical settings, encouraging students to understand and embrace their active roles;
- analyzes the conjunctions of metaliteracy and open pedagogy in courses with disparate permutations pertinent to the courses’ learning objectives;
- shows how to embed metaliteracy learning activities in blended and online learning environments, illustrated through descriptive examples from several courses; and
- provides customizable learning activities designed to advance dispositions important to metaliterate producers, such as an open mindset, critical thinking, and embracing digital citizenship.
Examination copies are available for instructors who are interested in adopting this title for course use. An e-book edition of the text will be available shortly after the print edition is published.
List of Figures and Tables
Foreword by Jako Olivier
Chapter 1: Metaliteracy for Empowering Learners as Producers
Chapter 2: Engaging Metaliterate Producers through Multimodal Learning
Chapter 3: Metaliteracy and Open Pedagogy
Chapter 4: Developing Metaliterate Producers Using Open Pedagogy
Chapter 5: Designing an Online Metaliteracy Course to Engage Informed Producers
Chapter 6: Developing Productive Metaliterate Citizens with Growth Mindsets
Appendix: Metaliteracy Goals, Learning Objectives, and Learning Domains
About the Authors
"Recent events have led to an acceleration regarding changes to education delivery and how students interact with information, making the text particularly relevant and applicable ... [It] is a valuable contribution to the literature and conversation surrounding IL and metaliteracy. It offers a useful jumping off point for both teachers and librarians in exploring the application of metaliteracy in the classroom.”
— Journal of Information Literacy
"[The authors] make a strong case for the adoption of the metaliteracy framework, a pedagogical model that seeks to empower learners to be reflective and informed consumers and producers of information in an increasingly connected (digital) world ... Librarians interested in pedagogical theory and the development of teaching and learning more generally will do well to pick up a copy of this title.”
— College & Research Libraries
"An interesting and insightful work."