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
We were thrilled to present on the topic Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engagement at Cedar Crest College last week! The Cedar Crest Curriculum Committee invited us to present a summer workshop to build on the great work they are doing to map information literacy/metaliteracy across the curriculum. We were very impressed with the work they are doing and enjoyed our time with the faculty, librarians, and administrators very much. This is the slide deck for the facilitated presentation and it includes the world premiere of our new book cover for the forthcoming Metaliteracy in Practice! Be sure to check it out!
We are looking forward to presenting at Cedar Crest College in Allentown, Pennsylvania on Wednesday August 19. The topic of our collaborative workshop will be: Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engagement. Here’s the description for what we plan to do:
Metaliteracy is a reinvention of information literacy to promote reflective learning, active and critical participation in social settings, including social media, and the ability to adapt to emerging technologies. This is a dynamic reframing of information literacy with an expanded set of learning goals and objectives that could be applied across the curriculum to support metacognitive reflection, and learners as informed consumers and collaborative producers of information. Metaliteracy has influenced the development of the new Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education, signaling wider support for this model and increasing adoption in diverse educational settings. Metaliteracy has sparked the development of several collaborative projects initiated by Mackey and Jacobson and their colleagues in the Metaliteracy Learning Collaborative, including a digital badging system and three Massive Open Online Courses (MOOCs).
Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop will define metaliteracy, discuss the four domains of metaliteracy and related learning goals and objectives, and examine how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants will have a chance during the workshop to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
One of the presenters for this workshop, Trudi E. Jacobson, was co-chair of the ACRL Task Force with Craig Gibson (The Ohio State University). She will describe the new metaliteracy-informed ACRL Framework and its definition of information literacy. This interactive portion of the workshop will be an opportunity to engage with the Framework and consider how it might inform collaborations between disciplinary faculty members and librarians. We will provide an opportunity for participants to grapple with more easily implemented changes and the metaliteracy underpinnings of the frame content to really build upon the content examined throughout the day.
As promised, we are posting chapter previews, written by the authors, for the forthcoming book Metaliteracy in Practice, due out in late 2015 or early 2016 from ALA Neal-Schuman.
The Politics of Information: Students as Creators in a Metaliteracy Context
Lauren Wallis, Christopher Newport University
Andrew Battista, New York University
The recent revision of the Framework for Information Literacy in Higher Education opens a space for students to reflect on their position within an inherently political imbroglio of information, both in traditional scholarly formats and in open online spaces. When students visit the library, it is often at the behest of their professors, who expect that librarians will tell them how to find peer-reviewed journals. Meanwhile, the Framework, with its grounding in metaliteracy, encourages knowledge practices and dispositions in which students see their own encounters with information as opportunities to question authority, challenge expertise, and recognize the merit of nontraditional forms of evidence.
As the Framework was being revised, and as discussions of metaliteracy as a guiding principle for information literacy pedagogy emerged, we taught a one-credit class called The Politics of Information. In this class, we asked several questions: Who creates information? What information gets produced and circulated, and what information does not? Who has access to information, and how can the dissemination of information be an instrument of social control, inside and outside of the academy? As we taught, we realized that our core teaching moves—to destabilize authority and to encourage students to create digital products and reflect metacognitively on their learning experience—dovetail with the goals of metaliteracy.
We are excited that our chapter, “The Politics of Information: Students as Creators in a Metaliteracy Context,” is included in the forthcoming Metaliteracy in Practice volume. Our chapter makes the connections between the learning outcomes in The Politics of Information course and metaliteracy explicit. We began with the idea that information is a social construct, not a static, amorphous entity that reifies academic authority. We hope that this chapter, along with the others in the volume, offers concrete ways to adopt the goals of metaliteracy into the information literacy classroom.
As we mentioned in our post of June 14, the manuscript of Metaliteracy in Practice has been delivered to our editors, ALA Neal-Schuman, with publication expected in late 2015 or early 2016. The volume includes nine chapters, whose authors explore a wide range of teaching situations and opportunities where metaliteracy provides a structural and pedagogical framework.
We thought that brief overviews of some of the content might interest you. Over the next month or two we will feature these sneak peaks, written by chapter authors, as blog posts. We hope they will whet your appetite!
Where Collections and Metaliteracy Meet: Incorporating Library-Owned Platforms into Open and Collaborative Library Instruction
Keene State College, New Hampshire
Many of the ways in which librarians provide instruction are dependent upon libraries’ subscription content, namely databases and online journals. Yet in a time when our budgets are decreasing and the cost of those resources increases annually, librarians should consider shifting their focus to library-owned platforms that support local content creation. This focus on institutionally created content housed on library platforms requires a shift in the way we define “collections.” However, this approach allows librarians to innovate and adapt their instruction in ways that engage students with collaboration, varied content, and the literacies demanded of today’s scholars and workforce.
This chapter focuses on the use of institutional repositories and LibGuides as two platforms through which librarians can both teach and develop content. There are many ways to connect the metaliteracy objectives to instruction through these platforms, as they are ideal places for encouraging students to collaborate and participate in the scholarly conversation. Practical examples of how librarians are already using these platforms at colleges and universities are provided, as well as suggestions for assessment and mapping to the metaliteracy goals and objectives and ACRL’s Framework for Information Literacy for Higher Education.
We have spent the last year editing a book that we just sent to our publishers, ALA Editions, at the beginning of July. Entitled Metaliteracy in Practice, the chapter authors explore a wide range of teaching situations and opportunities where metaliteracy provides a structural and pedagogical framework. It is highly exciting and inspirational to learn about the numerous ways the authors have found metaliteracy to be meaningful to them and their students.
The authors also examine issues relevant to the ACRL Framework in relation to metaliteracy. Both are having a transformative effect on the field of information literacy. The chapter authors show why we need to reframe and reinvent information literacy as a metaliteracy and why a new definition of information literacy was required at this pivotal time in higher education.
In addition to our wonderful chapter authors, we are thrilled that the book’s Foreword has been 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. Alison provides the ideal context for the book that connects to her innovative work with Project Information Literacy (PIL).
We expect the book will be published in late 2015 or early 2016. As soon as the publisher finalizes the copy for their catalog, we’ll add it here.
In the meantime, look for upcoming posts by chapter authors that provide a glimpse into the book’s contents!