New Metaliteracy Keynotes in June 2016!

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.

Metaliteracy at the Course Level: A look at “Revising for Metaliteracy” from the forthcoming Metaliteracy in Practice book

Donna Witek and Teresa Grettano of The University of Scranton offer the following preview of their chapter, “Revising for Metaliteracy: Flexible Course Design to Support Social Media Pedagogy,” appearing in the forthcoming book Metaliteracy in Practice.

What does a course designed intentionally for metaliteracy—as both a pedagogical method as well as a learning outcome—look like? How can a course’s goals, assignments, and schedule be deliberately composed and structured to develop metaliteracy in both students and instructors? And why might instructors choose to use social media in their courses, not despite but because of the complexities that accompany these technologies when they are invited into the learning community of the classroom?

This chapter offers answers to these questions by describing, analyzing, and reflecting on a 200-level Writing course called Rhetoric & Social Media, in which students “investigate rhetoric through and the rhetoric of social media.” This course was co-designed and co-taught by the authors—an information literacy librarian and a rhetoric/composition professor—for the first time at their institution in spring 2011. At its inception the course focused on the social media platform Facebook as both the primary object of analysis and vehicle for learning in the course. By 2013, it became clear to the authors that a course intentionally designed to develop both information literacy and rhetorical and critical practice in students on social media needed to address more platforms than Facebook, and needed to be flexible in how it did so. To this end, the authors significantly revised the course in time for the spring 2013 semester to include Twitter, Instagram, and Pinterest, in addition to Facebook, with a restructured course schedule and new learning exercises (i.e., assignments) developed to take advantage of this expansion in scope.

This chapter shares with readers this revision process: what the revisions were, the authors’ pedagogical rationale for the revisions made, the outcomes of the revisions (i.e., how they played out in practice in the classroom), and the relationship between this revision process and the development of metaliteracy in all involved—students and instructors/authors alike. Like a companion chapter in this collection, this chapter models a metaliterate approach to course design through its method of analyzing elements of the syllabus over time, in order to build an argument for what metaliteracy at the course-level looks like. It also makes connections between the goals of rhetorical theory and the goals of metaliteracy, connections that can be leveraged by information literacy educators to further integrate these domains within and across the curriculum.

Read about another chapter in the forthcoming Metaliteracy in Practice book!

Irene McGarrity of Keene State College introduces you to her chapter in Metaliteracy in Practice, Developing Agency In Metaliterate Learners: Empowerment Through Digital Identity and Participation:

As someone who has been teaching for almost fifteen years, my strongest feelings of accomplishment come from seeing students become empowered to take ownership of their own learning. As academic librarians ourselves become more empowered, we are moving away from the one-shot model, and embracing a “train-the-trainer” model and teaching full-semester classes to facilitate metaliteracy in students. At Keene State College, where the library faculty teach in the Information Studies minor, my colleague, Jennifer Ditkoff, and I designed a course called Digital Identity & Participatory Culture, and taught it in the fall 2014 semester. Our goal was to turn over some of the course to the students, so that they would be making decisions about content, teaching their peers, and designing assignments. In this chapter, I provide background on scholarship in student-centered and collaborative learning, participatory culture, and metaliteracy in higher education, all of which guided us in developing the course. I discuss the challenges and implications of Digital Identity & Participatory Culture, and suggest ways that academic librarians and disciplinary faculty might experiment with student-led content and student-created assignments in their attempt to empower and instill a sense of agency in metaliterate learners.