Trudi Jacobson and Tom Mackey keynoted on Teaching Metaliteracy as a Vital Literacy for Today’s Digital World at the Edge consortium’s Annual Teaching with Technology Showcase: Excellence in Action on April 24. This conference was transitioned to a virtual format as a result of the COVID-19 crisis and the presentation includes open resources that are available to faculty and librarians who have transitioned to online and remote teaching during this crisis. The keynote also features adaptable reflective questions about the information we consume, produce, and share at a time when accurate and reliable information is more important than ever. Trudi and Tom were invited to keynote by Nancy Zimmerman, Executive Director for EdgeEvents and Print Communications. Edge is the regional technology partner for colleges and universities in New Jersey. If you have any questions about the slides or would like to continue the conversation let us know!
The Annual Teaching with Technology Showcase: Excellence in Action, an entirely online event, will feature an invited keynote by Trudi Jacobson and Tom Mackey about metaliteracy on Friday, April 24. The keynote entitled Teaching Metaliteracy as a Vital Literacy for Today’s Digital World will explore metaliteracy and its relevance to educators and students, especially during this time of the COVID-19 crisis, when the ability to produce and share truthful and trusted information is essential. The keynote will examine metacognitive reflection and self-regulation as part of the scaffolding that metaliteracy provides for successful student participation in open pedagogical settings. Several open digital learning projects produced by the Metaliteracy Learning Collaborative will be introduced as part of this interactive presentation.
Registration is open for this virtual conference that is sponsored by Edge, the regional technology partner for colleges and universities in New Jersey. Edge responded quickly to the COVID-19 crisis and moved this conference to an entirely online format and will pilot the Run the World platform as part of this transition.
The conference starts at 9:30am with opening remarks by Nancy Zimmerman, Executive Director for EdgeEvents and Print Communications. Trudi and Tom’s keynote address is at 11:45 am. Throughout the day, presenters will address such relevant topics as: promoting the adoption of technology by faculty, video games for learning, technology preferences of Generation Z college students, virtual experiences in art and science, creating OER initiatives, interactive polling, using makerspaces in college, applying augmented reality and gamification to deepen learning, and much more!
We look forward to seeing you at the virtual conference and will share our slides after our keynote!
-Tom & Trudi
As educators respond to the COVID-19 crisis and transition to online and remote learning, or expand what they are doing at a distance, consider several metaliteracy resources that are adaptable for these purposes. We’ve seen an increase in the use of our MOOCs during these unprecedented times and would like to highlight those resources and other OER that were designed for teaching and learning with metaliteracy:
iSucceed College Success – SUNY OER Services recently launched this expanded College Success course with a new metaliteracy module to prepare students for the college environment. The Metaliteracy Module is adaptable to K-12 and college environments and provides open content, learning objects, videos, and assignments that are adaptable to your educational setting.
Metaliteracy: Empowering Yourself in a Connected World – This was our first Coursera MOOC that introduces metaliteracy and was recently revised with updated content and streamlined to a four-module format.
Empowering Yourself in a Post-Truth World – This Coursera MOOC addresses the challenges of the post-truth world and is especially relevant now that accurate and reliable information is paramount during this global pandemic.
Metaliteracy Digital Badging – All of the content developed for our Metaliteracy Digital Badging system is openly available to apply online and through remote learning.
Metaliteracy Learning Goals and Objectives – This resource is at the heart of metaliteracy and has undergone revisions to address post-truth issues while expanding to include several new translations to address the international interest in metalieracy.
Metaliterate Learner Roles – This diagram features the essential metaliterate learner roles and associated questions that spark reflection and online discussion in multiple disciplines.
Metaliteracy and Your Role as a Metaliterate Learner – This resource also features the learner roles and the four domains of metaliteracy and features reflective questions written and shared by Professor Sally Friedman, University at Albany.
Metaliterate Learner Characteristics – This interactive learning object highlights the characteristics that individuals strive toward as they develop as metaliterate learners.
Metaliterate Learner Characteristics Aligned with the ACRL Framework Dispositions – This open model is ideal for faculty and librarians teaching information literacy with the ACRL Framework while incorporating key elements of metaliteracy.
Additional resources are available through this blog and if you would like to share any open metaliteracy resources that you have developed be sure to let us know.
Take care and be well during this challenging time.
Tom, Trudi, and Kelsey
We thank Mehreen Tahir, Information Commons Librarian at Forman Christian College, for providing this guest posting about Knowing Metaliteracy: A reflective digital story of my metaliteracy journey. Mehreen developed this final project as part of her participation in our Coursera MOOC, Metaliteracy: Empowering Yourself in a Connected World. We invite you to do the same!
I am excited to share that I have successfully completed the Coursera online course Metaliteracy: Empowering Yourself in a Connected World by The State University of New York (SUNY). Metaliteracy has always been my area of interest and thanks to the instructors Tom Mackey and Trudi Jacobson for developing this course with their colleagues at SUNY. This MOOC experience was an amazing learning opportunity for me to explore the concept of metaliteracy, its various learner roles, Creative Commons licensing, creating digital stories, and much more.
My digital story is basically a reflective journey of my understanding of the different metaliteracy learner roles and the way I identified them during this course. It helped me in recognizing the roles I have been silently playing in my activities online through different social media platforms, such as Facebook and Instagram on a daily basis, but also urged me to build a creative thinking mechanism to incorporate these roles in the future as well. I feel like developing a sense of being a responsible digital citizen, reflecting upon my own experiences while navigating through these 21st century social media environments. Hoping to learn and explore more in this area.
Metaliteracy has joined ten other learning modules in SUNY’s iSucceed version of Lumen Learning’s online College Success course:
College Success provides new students with an orientation to the college environment. It works to build more capable lifelong learners by combining conceptual knowledge with practical strategies and skills. With engaging content and a focus on applying course concepts to real-world situations, College Success is particularly helpful for first-generation students and those entering college underprepared, academically or otherwise. This course was developed by Lumen Learning with contributing work from Linda Bruce of Goucher College, Ronda Dorsey Neugebauer and Zack Varpness of Chadron State College, and others. (https://oer.suny.edu/courses/college-success/)
SUNY OER Services provides a variety of ready-to-adopt open courses and modules. They recently announced a version of Lumen’s College Success featuring additional modules and videos that is free for all in the SUNY system (and a text version that is free to everyone). iSucceed is also available to SUNY students and instructors in two other enhanced formats: the Waymaker version (“User-friendly digital courseware with data-driven learning design, personalization, and messaging tools that can increase student engagement, persistence, and passing rates”) or Candela (“curated and outcome-aligned open educational resources (OER) in a convenient e-book format”).
The Metaliteracy module includes a number of small sections that lead learners through the metaliteracy framework while they have the opportunity to explore how it impacts their learning and the roles in which they see themselves in relation to information. Some of these sections address:
- What metaliteracy is
- The roles, goals, and characteristics
- Being a metaliterate:
- Producer and collaborator;
- Digital citizen;
- Lifelong learner
Interspersed throughout the content are videos, assignments (optional unless assigned by an instructor), and, in the Waymaker version, self-check quizzes.
The Metaliteracy content was created by Trudi Jacobson, Tom Mackey and Kelsey O’Brien as part of our work together in the Metaliteracy Learning Collaborative. We thank Lisa Stephens of the University of Buffalo for inviting us to work on this project and Tony DeFranco of SUNY OER Services for working so closely with us. We also appreciate all the help that Diana Metcalf of Lumen Learning provided.
The other modules in the College Success course are:
- Motivating Success
- Goal Setting and Time Management
- Career Exploration
- Social Interaction and Diversity
- Thinking and Analysis
- Learning Styles and Strategies
- Study Skills
- Beyond the Classroom
- Health Management
- Financial Management
If you are new to open and online learning, or an experienced instructor, we encourage you to explore the Metaliteracy module and the course as a whole. These materials are adaptable to a range of settings and are also appropriate for lifelong learners seeking self-paced pathways for success!
Hot on the heels of the Spanish translation so kindly provided by Dora Sales, Senior Lecturer in Information Literacy for Translators at Jaume I University in Spain, we now have available a Portuguese translation of the numbered goals and learning objectives, thanks to Maria Pinheiro, doctoral student at the Faculty of Information Science at the University of Brasília, Brazil. We very much appreciate this, Maria!
Florent Michelot, who translated the goals and learning objectives into French last year, has graciously shared with us some of his investigations into translation services. Based on his assistance, we are looking into this way of making the goals and learning objectives, and possibly other content, available to more people. Florent is a doctoral candidate at the University of Montreal.
We would like to thank Dora Sales, Senior Lecturer in Information Literacy for Translators at Jaume I University in Spain for our newest translation of the Metaliteracy Goals and Learning Objectives. We have seen that much literature citing metaliteracy is produced in Spanish, and expect that having a Spanish translation will assist the work of Spanish-speaking researchers. Thank you very much, Dora.
Currently, we have translations of the goals and objectives into Afrikaans, French, Italian, Setswana, and Spanish. if you are able to assist in translating them into another language, we would love to hear from you. Please contact Trudi (email@example.com) and Tom (Tom.Mackey@esc.edu).
The new book edited by Heidi Julien, Melissa Gross, and Don Latham The Information Literacy Framework: Case Studies of Successful Implementation, features a Foreword written by Trudi E. Jacobson and a metaliteracy chapter authored by Tom Mackey. Trudi’s perspective as co-chair of the Association of College and Research Libraries (ACRL) task force that developed the ACRL Framework for Information Literacy for Higher Education, informed her Foreword for the book. Trudi noted that: “The chapter authors and editors of this volume have done a great service for librarians and other educators who wold like to expand their understanding of the potential impact and use of the Framework and add to their repertoire of ways for integrating it into their work” (p. xi).
The ACRL Framework was influenced by aspects of metaliteracy and in his chapter entitled “Exploring Metaliterate Learning through the Frames of Information Literacy,” Tom Mackey investigates both models as complementary. In particular, he examines the final project assignment in the metaliteracy MOOC Empowering Yourself in a Post-Truth World as an example of metaliterate learning from the perspective of the six frames of the ACRL Framework. He also argues that “The metacognitive aspect of metaliteracy has been a driver for these projects and suggests the need for further development of this approach in information literacy as well” (p. 217).
This new book, published by Rowman & Littlefield, includes 18 different case studies from librarians and faculty members who have experience applying the ACRL Framework in practice. Take a look at the range of the chapters–you are certain to find some pertinent to your interests!
According to Class Central, the Coursera version of our most recent metaliteracy MOOC Empowering Yourself in a Post-Truth World is one of 2019’s Most Popular Online Courses. The founder and CEO of Class Central, Dhawal Shah noted that his site aggregates MOOCs and collects course enrollment data from MOOC providers as well as data from learners at Class Central to arrive at the list of most popular online courses.
In another recent mention of our Metaliteracy MOOC, Jessica Stillman Contributor at Inc.com recommended Empowering Yourself in a Post-Truth World in her latest article “20 Online Courses That Will Make You More Successful in 2020.” According to Stillman, she selected “classes in everything from exercise to data analysis that will help you be more motivated, productive and successful this year.” Our MOOC was mentioned along with classes from around the world about such topics as Statistics, Artificial Intelligence (AI), Design, Writing and Public Speaking, Critical Thinking, and Ethical Hacking. We join Jessica Stillman in wishing everyone a productive and successful 2020!
An article for metaliteracy that has been started on Wikipedia is currently available only in draft form. Additional content, including information about its use and the range of practitioners and researchers who have incorporated metaliteracy in their work, would be very helpful in getting this new article approved. Based on the rules of editing in Wikipedia, neither Trudi nor Tom or others who are highly involved with researching metaliteracy are able to contribute to this article. If you are a Wikipedia editor or are interested In learning to edit on Wikipedia, this might be a great article to start.You will find the draft article here.
There are some excellent resources for learning to edit in Wikipedia. Even if you don’t have a chance to edit the metaliteracy draft article, you may be interested in editing an existing article or starting a new one. Here is a list of available tutorials and guides:
The Wikipedia Adventure is fun!