Trudi Jacobson and Tom Mackey presented Teaching Metaliteracy To Empower Learners in a Post-Truth World at Louisiana State University (LSU) on April 13. The School of Library and Information Science in association with the College of Human Sciences & Education at LSU sponsored the talk as part of the Quality of Life Lecture Series. Dr. Carol Barry, Director of the School of Library and Information Science at LSU, invited Trudi and Tom to discuss metaliteracy as a pedagogical response to fake news and the post-truth world. Trudi and Tom included research from their forthcoming book Metaliterate Learning in the Post-Truth World for ALA Publishing (to be published in fall 2018) and introduced the draft revision of the updated Metaliteracy Learning Goals and Objectives.
As part of his review for the co-authored book Metaliteracy: Reinventing Information Literacy to Empower Learners, Virtue concludes: “Mackey and Jacobson offer a foundational work that challenges how we understand literacy in the digital age. Furthermore, their argument for the need of metaliteracy is compelling. Metaliteracy is not only interesting but a necessary concept to understand the complexity of communication embedded within our continually evolving technologies—one that will help us, as teachers and librarians, help learners become more astute in their everyday lives.” We appreciate the thoughtful reviews by Drew Virtue and the support from Facet Publishing, the international publisher for both books in association with ALA Publishing in the United States.
Open Praxis is an open access journal that is published by the International Council for Open and Distance Education (ICDE). This new research article examines the pedagogical dimensions of metaliteracy in three different MOOC environments, including the original connectivist Metaliteracy MOOC, followed by our Coursera MOOC Empowering Yourself in a Connected World, and the Canvas version, which integrates digital badging, Empowering Yourself as a Digital Citizen. Metaliteracy is examined in relation to connectivism as a pedagogical model for the development of learner-centered MOOCs that provide the necessary supports for success. We welcome feedback about this new collaborative essay and invite knowledge sharing related to your own MOOC journeys as either teacher or learner.
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.