About metaliteracy1

The Metaliteracy Learning Collaborative includes Trudi Jacobson, Tom Mackey, and Kelsey O'Brien..

Metaliteracy/Information Literacy Workshop at North-West University, South Africa

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Trudi Jacobson at NWU

Trudi Jacobson and Tom Mackey presented a second workshop (see October 3 post for details about and slides for the first, on metaliteracy and open educational practices). This workshop entitled Integrating Metaliteracy and Information Literacy into Teaching and Learning, also held at the Potchefstroom campus of North-West University (NWU), South Africa, occurred on Friday, September 20. Trudi and Tom conducted the workshop at the invitation of Dr. Jako Olivier, UNESCO Chair on Multimodal Learning and OER and Professor in Multimodal Learning at NWU.

The workshop, Integrating Metaliteracy and Information Literacy into Teaching and Learning, was designed to introduce metaliteracy and the ACRL Framework for Information Literacy for Higher Education to participants. Of particular note was the unveiling of a new comparison of the metaliteracy learner characteristics and aligning dispositions from the ACRL Framework (slide 22). This figure and the accompanying investigation is the focus of a chapter by Trudi Jacobson, Tom Mackey, and Kelsey O’Brien, “Visualizing the Convergence of Metaliteracy and the Information Literacy Framework,” which will be included in a forthcoming book edited by Jannette Finch, Envisioning the Framework.

After a brief overview of the two frameworks, it was time for the participants to start applying concepts and ideas to their own teaching. Working in small groups, attendees identified an information literacy goal they have for their students, and determined how metaliteracy and existing metaliteracy OER might help to achieve this goal.

Metaliteracy/OEP Workshop at North-West University, South Africa

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Tom Mackey, Jako Olivier, and Trudi Jacobson

Trudi Jacobson and Tom Mackey facilitated an interactive workshop Applying Open Educational Practices to Develop Active Metaliterate Learners for faculty, librarians, and administrators on Thursday, September 19 2019 at the Potchefstroom campus of North-West University (NWU), South Africa.  Dr. Jako Olivier, UNESCO Chair on Multimodal Learning and OER and Professor in Multimodal Learning at NWU invited Tom and Trudi to present this metaliteracy workshop in advance of the International Conference on Information Literacy (ICIL) in Vanderbijlpark.

Metaliteracy provides an integrated framework for student learning and growth when
implementing open educational practices (OEP). This session created an opportunity to gain familiarity with both open metaliteracy resources and sample open educational practice models that they support. Participants explored options to meet the needs of students and started to plan for possible implementation in courses and library collaborations. Teams brainstormed ways to apply metaliteracy open content to their own practices and left the session with ideas about OEP specific to their teaching, informed by feedback from colleagues.

Prestige Lecture at NWU in South Africa Features Metaliteracy

Trudi Jacobson, Jako Olivier, and Tom Mackey pictured at the Prestige lecture.
Trudi Jacobson, Jako Olivier, and Tom Mackey

At the invitation of Dr. Jako Olivier, UNESCO Chair on Multimodal Learning and OER and Professor in Multimodal Learning at North-West University in South Africa, Tom Mackey and Trudi Jacobson presented a Prestige Lecture entitled Exploring the Foundation of Metaliteracy in Theory and Practice at the Potchefstroom Campus on September 19, 2019. This collaborative lecture set the stage for two workshops with librarians, faculty and staff during the same week. All three events were presented in advance of the International Conference on Information Literacy (ICIL) at North-West University in Vanderbijlpark. Trudi and Tom both presented individual keynotes at ICIL as well as one additional collaborative presentation.

Metaliteracy Keynotes Featured at ICIL in South Africa

North-West University, South Africa, host of the 2019 ICIL

Tom Mackey and Trudi Jacobson have been invited to South Africa as keynote speakers at the International Conference on Information Literacy (ICIL), being held this year at North-West University in Vanderbijlpark. The conference theme is Information Literacy in All Spheres of Life, and will take place September 23-26. 

Tom’s keynote, to take place on September 24, is titled Building Communities of Trust: Metaliterate Learning for a Post-Truth Society. Trudi is presenting on September 26 on Creating Shareable Knowledge: Exploring the Synergy between Metaliteracy and Open Pedagogy. The other international and national keynote speakers at the conference include Serap Kurbanoglu of the Department of Information Management at Hacettepe University in Ankara, Turkey, Irina Zhilavskaya, Chair of Media Education, Moscow Pedagogical State University, Bosire Onyancha of the Department of Information Science at the University of South Africa, Karin de Jager, University of Cape Town, Ina Fourie, Department of Information Science at the University of Pretoria, and Jako Olivier, professor of Multimodal Learning in the School of Professional Studies in Education at North-West University.

Trudi and Tom have also been invited by Dr. Olivier to give a prestige lecture and two workshops at the Potchefstroom campus of North-West University the week prior to the conference. The collaborative lecture is Exploring the Foundation of Metaliteracy in Theory and Practice, and the workshops are Applying Open Educational Practices to Develop Active Metaliterate Learners and Integrating Metaliteracy and Information Literacy into Teaching and Learning.

Look to Metaliteracy.org for future posts that feature slides from both keynotes, the collaborative prestige lecture, and the shared workshops.

Two Revised Metaliteracy MOOCs Launch on Coursera

AI (Artificial Intelligence) concept. 3D illustration.Two Metaliteracy MOOCs are now available for registration via the Coursera platform. First, our original Coursera MOOC Metaliteracy: Empowering Yourself in a Connected World has been streamlined and enhanced with new video content, resources, and learning activities. Learners will be introduced to the metaliteracy model, learn about copyright, intellectual property, and open-licensing through the Creative Commons, and explore digital storytelling as a creative form of information production. By the end of this MOOC, learners will see themselves as content creators and develop a digital artifact or story of their own. Registration for this MOOC is open now for launch on October 14, 2019.

Second, the recently revised Empowering Yourself in a Post-Truth World MOOC is being offered on Coursera for the first time. Registration is open now for immediate launch. This course explores a wide range of issues related to the post-truth world and empowers learners to think about the role of experts in society, examine false representations in constructed media, reflect on their own biases, and explore ways to build collaborative communities of trust and reinvent a truthful world. Learners will be empowered to raise and share their own voice by creating a digital response to the post-truth world.

Both MOOCs provide dynamic video content, updated links to open readings and resources, discussions, and interactive learning activities. The MOOCs can be explored independently, or in sequence (if new to both MOOCs, you may want to start with the Connected World and move to Post-Truth World, but either sequence is fine). These updated resources are available to teachers, students, librarians, administrators, and lifelong learners interested in applying metaliteracy to a variety of teaching and learning situations and/or everyday life. Metaliteracy supports reflective learning and the active production of new knowledge in collaborative communities.

Metaliteracy Featured in Educause Digital Literacies Document

2018MLCharacteristicsMetaliteracy is featured as part of the recently published 7 Things You Should Know About Digital Literacies document published by Educause. Trudi Jacobson contributed to this brief from the 7 Things You Should Know About… series developed by the Educause Learning Initiative (ELI), along with Debra Gilchrist, Alison Head, and  Joan Lippincott. According to the abstract for this brief:

The concept of digital literacy encompasses a range of skills and knowledge necessary to evaluate, use, and create digital information in various forms. Digital literacies include data literacy, information literacy, visual literacy, media literacy, and metaliteracy, as well as related capacities for assessing social and ethical issues in our digital world. Administrators, faculty members, librarians, instructional designers, and others have a pivotal role to play in helping students understand how information is shaped and shared today across the digital landscape (7 Things You Should Know About Digital Literacies).

The inclusion of metaliteracy in this series offers potential for the further analysis of this model as a comprehensive and unifying framework that emphasizes the importance of metacognitive reflection and associated metaliteracy learner characteristics in a digital world.

Video on Confirmation Bias Produced as Final Project for Metaliteracy MOOC

We welcome this guest post by Christina Pratt who completed our Metaliteracy MOOC, Empowering Yourself in a Post-Truth World, and developed a video presentation about confirmation bias for her own YouTube series How Do you Like Your Coffee?

Getting to Know and Getting Beyond Confirmation Bias

by Christina Pratt

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Confirmation Bias Video Presentation

My final project for the Metaliteracy MOOC, Empowering Yourself in a Post-Truth World, focused on confirmation bias. I decided that using a visual presentation of my thoughts and ideas would give the audience a face and personality behind the presentation Getting to Know and Getting Beyond Confirmation Bias (Please do be aware that I am quite new to the video creating scene). I chose confirmation bias because everyone has beliefs, some with such strong beliefs that they tend to become “truth” or “fact.” By sharing some information about cognitive biases and ideological/filter bubbles, I felt that the audience may become more aware of their own biases and how biases are developed. I even used an example of my own confirmation bias when it comes to Apple iOS and Android smartphones to help the audience see how common confirmation bias is, and how easy it is to develop biases even with something as simple as choosing products and services.

Thinking about the course now, I think I might have focused on post-truth as well. In our busy lives, we can become oblivious to what is going on around us. We read and watch news from many sources, research for school, work, and personal needs such as  shopping and more, and we seem to ignore the misleading information at times. We also know that technology has a huge impact on our lives, but we seem to forget that it can be hurtful and damaging as well. A good example of this is the recent circulation of doctored videos of Nancy Pelosi on various social media platforms. Having taken this course, I was able to share some of the content learned in this course with the home schooled high school-aged children in the family, especially what we learned about the effects of visual aids on how we perceive a story. This is a big help with how the children will research and collect information in hopes that they will now carefully choose more reliable sources.

In closing, I am fifty years old. At my age, sometimes you feel that you have learned all you need to know. This course has definitely proved me wrong. Touché. Even more, the course, Empowering Yourself in a Post-Truth World was the most influential and inspiring course that I have taken throughout my four-year academic journey. The information that I learned from the course will be most helpful not only with helping the home schooled children in the family become more aware of biases and the less than reliable information that exists, but also with passing information onto viewers of my videos. I think one of the best things about this course is the interaction between peers. This interaction adds energy, ideas, and useful information to an already well constructed course. I would definitely recommend this course to anyone who does a lot of research, provides information, and teaches in any field, but even more so, I believe that anyone, child to adult, could benefit greatly from this course.