Thomas Palmer, M.S., Digital Media Lecturer from the Journalism Program at the University at Albany, SUNY, and Editorial Design Director / News Editor at the Times Union newspaper introduces you to his chapter in Metaliterate Learning in the Post-Truth World: When Stories and Pictures Lie Together — And You Don’t Even Know It.
The photo in the tweet triggers your path to deception in as little as 13 milliseconds. Your brain dedicates about 85% of its processing to make sense of this picture. Your comprehension of its text finally catches up, but you’ll likely believe the false claim merely because the image is present. Confirmation bias settles in. You have just fallen prey within seconds to the intersemiotic contextual misrepresentation of photojournalism — and you weren’t even aware. This targeted disinformation to manipulate you is a success. In this post-truth era, the weaponizing of legitimate photojournalism for political and social propaganda is easy and low tech. However, in this chapter metaliterate learners can develop judgment for identifying and exposing this malpractice to protect themselves and the public.
The relationship between text and image is dynamic and complementary, while also leading to misrepresentations. This chapter analyzes the synergistic association of several visual-textual examples from photojournalism to illustrate how images are easily manipulated and misunderstood. Metaliteracy is discussed as an empowering pedagogical response to these concerns that supports learners in developing detection and prevention strategies.
The forthcoming metaliteracy book Metalierate Learning for the Post-Truth World, edited by Thomas Mackey and Trudi Jacobson will be published in spring 2019. Metaliteracy is a pedagogical model for ensuring that learners successfully participate in collaborative information environments, including social media and online communities. Today’s post-truth world requires learners to ethically produce and share information while checking their own biases, and critically evaluating the proliferation of false or misleading information, unfiltered content, and outright denialism of facts. Indeed, it is clearly evident that the competencies, knowledge, and attributes of metaliterate individuals are critical for grappling with the post-truth era. Metaliteracy supports reflective learning through metacognitive thinking, the ethical production of new knowledge, the critical consumption of information, and the responsible sharing of verifiable content across media platforms. Through metaliteracy, learners are envisioned as teachers in collaborative social spaces. This book examines the newest version of the Metaliteracy Goals and Learning Objectives, including the four domains of metaliterate learning. Several chapter authors explore the relationship between metaliteracy and the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
This new metaliteracy book includes a Foreword written by Troy Swanson, MLIS, Ph.D., Department Chair Library Services, Moraine Valley Community College and features persuasive contributions from information literacy instructors, librarians, and disciplinary faculty. All of the chapter authors present effective methods for advancing metaliterate learning in the post-truth world, exploring such relevant topics as:
Strategies for empowering metaliterate learners through the newly developed metaliterate learner characteristics and revised Metaliteracy Goals and Learning Objectives in the framing chapter by Thomas P. Mackey, Ph.D., Professor in the Department of Arts and Media at SUNY Empire State College
Documentation as an expanded dimension of the metaliteracy model to reinforce ethical and responsible information practices examined by Marc Kosciejew, M.L.I.S., Ph.D., Faculty of Media and Knowledge Sciences in the Department of Library, Information, and Archive Sciences, University of Malta
Inoculation theory as a way to build resistance to influence in the post-truth world theorized by Josh Compton, Ph.D., from the Institute for Writing and Rhetoric at Dartmouth College
Scientific literacy enhanced as a holistic learning strategy through metaliteracy examined by Allison B. Brungard, M.L.I.S., from Slippery Rock University and Kristin M. Klucevsek, Ph.D., from Duquesne University
The synergistic relationship between text and image in photojournalism analyzed by Thomas Palmer, M.S., Digital Media Lecturer from the University at Albany, SUNY, and Editorial Design Director / News Editor at the Times Union newspaper
The role of LIS professionals in supporting metaliterate learning and the ACRL Framework in a chapter co-authored by Nicole A. Cooke, Ph.D., M.Ed., M.L.S., and Rachel Magee, Ph.D., M.A., from the University of Illinois
Teaching students to be wrong through lessons designed with metaliteracy and the ACRL Framework in a freshman seminar developed and taught by Allison Hosier, M.S.I.S., Information Literacy Librarian, at the University at Albany, SUNY
Developing metaliterate learners as analytical readers and writers through genre analysis and fictionality in first-year writing instruction as described by Jaclyn Partyka, Ph.D., in the English Department at Temple University.
Incorporating Poetic Ethnograpy and digital storytelling based on poetic narratives from neighborhoods in Philadelphia in the closing chapter by Kimmika L. H. Williams-Witherspoon, Ph.D., Associate Professor in the Department of Theater at Temple University
Metaliteracy is an empowering pedagogical model for preparing learners to be ethical and responsible participants in today’s divisive information environment. This new book showcases several teaching and learning theories and practices that have already proven effective and are certain to inspire new ideas. Metaliterate Learning for the Post-Truth World builds on the two previous metaliteracy books Metaliteracy in Practice (2016) and Metaliteracy: Reinventing Information Literacy to Empower Learners (2014).
The recent presentation by Trudi Jacobson and Tom Mackey at LSU entitled Teaching Metaliteracy in a Post-Truth World is now available online via YouTube. If you have any follow-up questions or comments be sure to contact us.
Thanks to Dr. Carol L. Barry, Director of the School of Library & Information Science, and everyone at LSU, for welcoming us to campus as part of the College of Human Sciences and Education’s Quality of Life Lecture Series. Special thanks to Dr. Edward Benoit III,Assistant Professor from the School of Library & Information Science, for working with his team on producing the video.
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.