When Stories and Pictures Lie Together — And You Don’t Even Know It.

metaliterateLearning_fullsize_RGBThomas Palmer, M.S., Digital Media Lecturer from the Journalism Program at the University at Albany, SUNY, and Editorial Design Director / News Editor at the Times Union newspaper introduces you to his chapter in Metaliterate Learning in the Post-Truth World: When Stories and Pictures Lie Together — And You Don’t Even Know It.

The photo in the tweet triggers your path to deception in as little as 13 milliseconds. Your brain dedicates about 85% of its processing to make sense of this picture. Your comprehension of its text finally catches up, but you’ll likely believe the false claim merely because the image is present. Confirmation bias settles in. You have just fallen prey within seconds to the intersemiotic contextual misrepresentation of photojournalism — and you weren’t even aware. This targeted disinformation to manipulate you is a success. In this post-truth era, the weaponizing of legitimate photojournalism for political and social propaganda is easy and low tech. However, in this chapter metaliterate learners can develop judgment for identifying and exposing this malpractice to protect themselves and the public.

The relationship between text and image is dynamic and complementary, while also leading to misrepresentations. This chapter analyzes the synergistic association of several visual-textual examples from photojournalism to illustrate how images are easily manipulated and misunderstood.  Metaliteracy is discussed as an empowering pedagogical response to these concerns that supports learners in developing detection and prevention strategies.

Poetic Ethnography and Metaliteracy: Empowering Voices in A Hybrid Theater Arts Course

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Metaliterate Learning for the Post-Truth World

Kimmika Williams-Witherspoon, an Associate Professor at Temple University offers the following preview of her chapter: “Poetic Ethnography and Metaliteracy: Empowering Voices in a Hybrid Theater Arts Course’ appearing in the forthcoming book, Metaliterate Learning for the Post-Truth World.

When is a Theater arts course more than a theater arts course? How do we encourage students to “have voice”? In an age when “alternative facts” have become the new norm, how can theater and the theater studies curriculum give students agency to contribute to the discourse? Well… at Temple University, these days, its when faculty consciously use a metaliteracy lens to develop or improve their courses so as to encourage students to not just consume new knowledge but also to produce it and to distribute it through multiple modalities and across multiple platforms.

At Temple University in Philadelphia, the Theater Studies curriculum exemplifies the metacognitive domain of metaliteracy teaching students to effectively consume and produce new information in the form of devised theater productions, displays, press releases, exhibitions, community performances and critiques. One such course that goes a long way to introduce metaliteracy concepts into the theater curriculum is THTR 2008 Poetic Ethnography.

The course, THTR 2008 Poetic Ethnography operates as both ethno-drama and as a theater hybrid that incorporates several tightly structured field site audio and video digital storytelling projects into its 13-week curriculum. These projects encourage students to expand their knowledge base, investigate multiple forms of information gathering methodologies and to develop performative and distributive content across multiple cultural and social platforms.

Through the process of research and new knowledge production, students gain life-long learning skills about how to develop more nuanced, personal narratives that tell a more complete and factual story about communities, individuals and contemporary events. This chapter, then, looks at how Poetic Ethnography teaches students how to develop ethnographic and personal narratives set to poetry about Philadelphia neighborhoods and its people—giving voice to the sometimes voiceless in our communities, while simultaneously learning metaliteracy and metacognitive learning strategies.

Dr. Kimmika L. H. Williams-Witherspoon, Associate Professor

Department of Theater

Temple University

Metaliterate Learning for the Post-Truth World to be Published this Fall!

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Metaliterate Learning for the Post-Truth World

The forthcoming metaliteracy book Metalierate Learning for the Post-Truth World, edited by Thomas Mackey and Trudi Jacobson will be published in spring 2019. Metaliteracy is a pedagogical model for ensuring that learners successfully participate in collaborative information environments, including social media and online communities. Today’s post-truth world requires learners to ethically produce and share information while checking their own biases, and critically evaluating the proliferation of false or misleading information, unfiltered content, and outright denialism of facts. Indeed, it is clearly evident that the competencies, knowledge, and attributes of metaliterate individuals are critical for grappling with the post-truth era. Metaliteracy supports reflective learning through metacognitive thinking, the ethical production of new knowledge, the critical consumption of information, and the responsible sharing of verifiable content across media platforms. Through metaliteracy, learners are envisioned as teachers in collaborative social spaces. This book examines the newest version of the Metaliteracy Goals and Learning Objectives, including the four domains of metaliterate learning. Several chapter authors explore the relationship between metaliteracy and the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education.

This new metaliteracy book includes a Foreword written by Troy Swanson, MLIS, Ph.D., Department Chair Library Services, Moraine Valley Community College and features persuasive contributions from information literacy instructors, librarians, and disciplinary faculty. All of the chapter authors present effective methods for advancing metaliterate learning in the post-truth world, exploring such relevant topics as:

Theory

  • Strategies for empowering metaliterate learners through the newly developed metaliterate learner characteristics and revised Metaliteracy Goals and Learning Objectives in the framing chapter by Thomas P. Mackey, Ph.D., Professor in the Department of Arts and Media at SUNY Empire State College
  • Documentation as an expanded dimension of the metaliteracy model to reinforce ethical and responsible information practices examined by Marc Kosciejew, M.L.I.S., Ph.D., Faculty of Media and Knowledge Sciences in the Department of Library, Information, and Archive Sciences, University of Malta
  • Inoculation theory as a way to build resistance to influence in the post-truth world theorized by Josh Compton, Ph.D., from the Institute for Writing and Rhetoric at Dartmouth College
  • Scientific literacy enhanced as a holistic learning strategy through metaliteracy examined by Allison B. Brungard, M.L.I.S., from Slippery Rock University and Kristin M. Klucevsek, Ph.D., from Duquesne University
  • The synergistic relationship between text and image in photojournalism analyzed by Thomas Palmer, M.S., Digital Media Lecturer from the University at Albany, SUNY, and Editorial Design Director / News Editor at the Times Union newspaper

Practice

  • The role of LIS professionals in supporting metaliterate learning and the ACRL Framework in a chapter co-authored by Nicole A. Cooke, Ph.D., M.Ed., M.L.S., and Rachel Magee, Ph.D., M.A., from the University of Illinois
  • Teaching students to be wrong through lessons designed with metaliteracy and the ACRL Framework in a freshman seminar developed and taught by Allison Hosier, M.S.I.S., Information Literacy Librarian, at the University at Albany, SUNY
  • Developing metaliterate learners as analytical readers and writers through genre analysis and fictionality in first-year writing instruction as described by Jaclyn Partyka, Ph.D., in the English Department at Temple University.
  • Incorporating Poetic Ethnograpy and digital storytelling based on poetic narratives from neighborhoods in Philadelphia in the closing chapter by Kimmika L. H. Williams-Witherspoon, Ph.D., Associate Professor in the Department of Theater at Temple University

Metaliteracy is an empowering pedagogical model for preparing learners to be ethical and responsible participants in today’s divisive information environment. This new book showcases several teaching and learning theories and practices that have already proven effective and are certain to inspire new ideas. Metaliterate Learning for the Post-Truth World builds on the two previous metaliteracy books Metaliteracy in Practice (2016) and Metaliteracy: Reinventing Information Literacy to Empower Learners (2014).