The recent metaliteracy presentation entitled Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners by Tom Mackey and Trudi Jacobson for an audience at the University of Puerto Rico is now available online. In addition to the PowerPoint slides below, the second half of the presentation was recorded and is available for view via ZOOM in video and audio formats. Thanks to the wonderful audience that participated in this conversation and asked excellent questions!
Tom Mackey and Trudi Jacobson have been invited to present a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explore the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted? Do learners know how to differentiate between what is real and what is fake in these environments? And do learners fully appreciate the importance of critical thinking and contributing as active and original producers of information, beyond posting selfies via mobile phones? How do learners bridge their free-flowing access to information via social media and mobile devices with the academic resources available in the library? How do learners make meaning from these different sources of information to advance their participatory roles as researchers and scholars? Metaliteracy is a model for understanding how information is produced and shared collaboratively in networked social spaces. The metaliterate learner is metacognitive, a critical consumer of information and an informed producer of digital media. The metaliterate learner adapts to changing technologies and always brings a critical and reflective sensibility to these experiences, asking good questions and being open to multiple perspectives.
Our approach to metaliteracy in practice is informed by several projects developed by the Metaliteracy Learning Collaborative, including a competency-based digital badging system and three Massive Open Online Courses (MOOCs). This presentation will examine the Metaliteracy Learning Goals and Objectives that inform these projects as a flexible, adaptable, and evolving resource. In addition, the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education will be introduced and explained. The information environment that compels us to move beyond the Standards is the one that spurred our development of metaliteracy. Indeed, one of the underpinning elements of the Framework is metaliteracy. This connection, as well as the threshold concept structure, will be explored in detail.
We appreciate the invitation to present from Ana I. Medina Hernández, MIS, Coordinadora Red Graduada, Decanato de Estudios Graduados e Investigación and Rossana I. Barrios Llorens, MIS, CLA, Head Librarian Serials and e-Access Department, Conrado F. Asenjo Library, University of Puerto Rico Medical Sciences Campus.
In an essay for The Conversation, entitled How we can learn to reject fake news in the digital world? Tom Mackey and Trudi Jacobson describe ways to challenge fake news through metaliteracy. The spread of fake news across social media presents us all with a reality check about the danger of deception in these spaces. As the authors describe in the article, fake news stories that appear to be easily accepted by online users is a problem that warrants a strong educational response through focused metaliterate teaching and learning. The same approaches outlined in the article address concerns about misinformation that is created and shared online as well. Several of metaliteracy’s learning goals and objectives speak directly to the situation we find ourselves in with a proliferation of fake news and misinformation online.
The response to the essay has been tremendous, leading to an interview with Tom and Trudi by reporter Torie Wells from 6CBSNews for the TV news story Facebook preparing to flag fake news stories. According to stats provided by The Conversation, the article has had over 7,000 readers to date, with 796 Facebook shares, 115 tweets, and 143 shares via LinkedIn. The article has been published by the Associated Press, Government Technology, and newspapers across the country, including the Albany Times Union, Houston Chronicle, SFGate, and Seattle Post-Intelligencer, among others.
Last year, Jacobson and Mackey wrote an article for The Conversation about how to protect ourselves online from those annoying ads that follow us around while surfing the Web. The authors said that becoming meta-literate in today’s social media world prepares us to think critically about the sites we visit online and to develop smart search strategies that protect our identity. This latest piece about fake news is an extension of that work, applying metaliteracy to real world practice.
We are set to launch an on-demand version of our Cousera Metaliteracy MOOC entitled Metaliteracy: Empowering Yourself in a Connected World in December 2016! If you missed this MOOC the first time around or would like to discover this course for your own learning or as a resource for instruction, register now for this on-demand version taught by Tom Mackey, Trudi Jacobson, Kelsey O’Brien, Michele Forte, and Allyson Kaczmarek. This course will provide a dynamic exploration of metaliteracy through videos, animations, interviews, readings, and digital images, all developed by members of the metaliteracy learning collaborative from two schools within the State University of New York (SUNY), The University at Albany and Empire State College. Learners will participate in peer assessments and contribute to online discussions related to such topics as the metaliteracy model, creating and sharing information, understanding intellectual property and the ethical use of information, understanding how information is packaged and shared, participating as a global contributor, creating and curating information, and developing metacognitive reflection. While this course is focused primarily on metaliteracy, learners and teachers should also explore this MOOC as a way to support information literacy and related literacies such as digital literacy and media literacy. Register now for our December launch. Special thanks to Kelsey O’Brien for working closely with Coursera and our UAlbany/ESC team to transition the first version of this course into the on-demand format!
At the invitation of Prof. Jamshid Beheshti from McGill University, an international team of researchers participated in a panel related to metaliteracy at the 2016 Annual Meeting of the Association for Information Science and Technology (ASIS&T) in Copenhagen, Denmark. The panel presentation entitled “Information Literacy: Bridging the Gap Between Theory and Practice” reflected this year’s conference theme Creating Knowledge, Enhancing Lives through Information & Technology. Tom Mackey’s part of the presentation and the accompanying conference proceedings, developed with Trudi Jacobson, explored “Metaliteracy and Inter-Generational Metacognitive Learning.” The panel of information science researchers (pictured above), featured: Jamshid Beheshti, and Joan Bartlett, McGill University, Canada, Louise Limberg, University of Borås, Sweden, Dania Bilal, University of Tennessee, Jacek Gwizdka, University of Texas at Austin, and Yusuke Ishimura, Tokyo University, Japan.
Tom Mackey and Trudi Jacobson both presented on metaliteracy in June at two separate keynote presentations during the same week! Tom presented Developing Metaliteracy to Engage Citizens in a Connected World at the University of Delaware Summer Faculty Institute 2016 and Trudi presented Envisioning the Possibilities: Educational Trends and Information Literacy in Academic Libraries at the 3er Congreso de Bibliotecas Universitarias y Especializadas in Santiago, Chile! Trudi’s presentation also considered new modes and methods of teaching (including digital badges and MOOCs) and the ACRL Framework. Trudi’s slides are available via SlideShare. Tom’s keynote is available online at the SFI 2016 Sessions Recording Page and his slides are available via SlideShare and this blog posting.
We are thrilled that our new edited book Metaliteracy in Practice (right) was published this week by ALA Neal-Schuman! This book is the follow up to our co-authored book Metaliteracy: Reinventing Information Literacy to Empower Learners (2014). The new book features 9 chapters from faculty and librarians who have been applying metaliteracy in their teaching practices. We really enjoyed the chance to work with such outstanding chapter authors on this project, representing a variety of institutions, including: Keene State College, Washington College, University of South Africa, SUNY College at Brockport, and the University of Scranton. The authors explore metaliteracy practices related to social media pedagogy, the politics of information, nursing education, open and collaborative learning, student empowerment, and learner agency. In addition, ACRL’s Framework for Information Literacy for Higher Education is examined in relation to metaliteracy in several of the chapters. The book’s Foreword was written by Alison J. Head, Ph.D., Executive Director, Project Information Literacy (PIL), Principal Research Scientist, The Information School, University of Washington, and Faculty Associate, Berkman Center for Internet & Society, Harvard University. We appreciate all of the support we received from everyone at ALA Neal-Schuman and we must say that we absolutely love the cover! -Trudi and Tom