When Stories and Pictures Lie Together — And You Don’t Even Know It.

metaliterateLearning_fullsize_RGBThomas 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.

Metaliterate Learning for the Post-Truth World to be Published this Fall!

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Metaliterate Learning for the Post-Truth World

The forthcoming metaliteracy book Metalierate Learning for the Post-Truth World, edited by Thomas Mackey and Trudi Jacobson will be published this fall. 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:

Theory

  • 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

Practice

  • 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).

Recording of Metaliteracy Presentation at LSU Now Available Online

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.

Metaliteracy Presentation at LSU

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Trudi Jacobson, Carol Barry and Tom Mackey

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.

 

Metaliteracy Featured as part of ICDE 2017 Panel in Toronto

Members of the Metaliteracy Learning Collaborative participated in the ICDE World Conference for Online Learning Teaching in a Digital Age– Re-thinking Teaching & Learning on Wednesday October 18, 2017. Tom Mackey attended in person and Kelsey O’Brien participated virtually via ZOOM based on a presentation that included contributions from Michele Forte and Trudi Jacobson.

The presentation, entitled Designing for Connectedness and Openness: Advancing Metaliterate Learning through MOOCs and Digital Badging, explored outcomes from the recent paper published by this team in Open Praxis.

Panel presentation at the ICDE World ConferenceThe ICDE 2017 panel presentation was included in the session Badges and Alternative Credentials for Learning and also included Wayne Mackintosh, UNESCO – ICDE Chair in Open Educational Resources, OER Foundation, Burt Lo, Director II of Digital Curriculum & Instructional Technology, Stanislaus County Office of Education, and Alexandra Pickett, Director, Center for Online Teaching Excellence, Open SUNY, State University of New York (SUNY).

Call for Chapters: Metaliterate Learning for the Post-Truth World

We are soliciting chapter proposals for a book entitled Metaliterate Learning for the Post-Truth World that we will publish in fall 2018 by the American Library Association. We would like to include both theoretical and applied chapters written by academic librarians, disciplinary faculty from a variety of fields, administrators, and instructional designers that describe and reflect upon the importance of advancing metaliteracy in a post-truth world. We see a particular urgency in editing this book at this time when truth itself is questioned for political purposes, journalism and the free press are constantly under attack, science and climate change are doubted as factual, online hacking is prevalent, online privacy is a concern, and the ability to proliferate false information through circuitous social media networks has become a serious issue. It is profoundly clear that the competencies, knowledge, and personal attributes that define metaliteracy and inform the role of the metaliterate learner are critical in today’s connected and divided world: digital literacy and traditional conceptions of information literacy are insufficient for the extreme challenges we currently face.

We would like to like to build on the success of our previous books, Metaliteracy in Practice and Metaliteracy: Reinventing Information Literacy to Empower Learners, while leveraging the ACRL Framework for Information Literacy in Higher Education in relation to teaching and learning in the post-truth world. As one example of this approach, our most recent article for The Conversation, entitled “How can we learn to reject fake news in the digital world?,” applied metaliteracy to the destructive emergence of fake news in the 2016 Presidential Election. We made the argument that we need to read online information with a critical eye, apply metacognitive thinking to the consumption of all information, and make purposeful and meaningful contributions to the social media ecosystem as active participants. Given the interest in metaliteracy as a model for preparing metaliterate learners as responsible participants in today’s divisive information environment, we are especially interested in expanding the conversation to educators who have developed successful metaliteracy teaching and learning theories and practices to resist these challenges. Overall, how do we best prepare our students for being active and engaged metaliterate learners in today’s environment?

The editors are interested in ideas that are easily transferable, and that include strong components of student metacognition and empowerment. The book will include both theoretical arguments for metaliteracy in a post-truth world and innovative case studies that respond to these complex issues, all from different disciplinary perspectives, and academic institutions in the U.S. and internationally. The Metaliteracy Learning Objectives featured in our books and available via Metaliteracy.org: https://metaliteracy.org/learning-objectives/ will be core to the chapters as well.

Tom Mackey, Vice Provost for Academic Programs and Professor at SUNY Empire State College and Trudi E. Jacobson, Distinguished Librarian and Head of the Information Literacy Department at the University at Albany will write the framing chapter and edit this new book.

Please send 1-2 page proposals to Tom at Tom.Mackey@esc.edu no later than September 29, 2017. We will make our decisions by mid October. First drafts of the completed chapters (20-25 pages) will be due on January 12, 2018. Final drafts will be due by April 13, 2018.

If you have any questions about proposal ideas or about the book, please contact Tom at Tom.Mackey@esc.edu or Trudi at tjacobson@albany.edu.

Metaliteracy Featured at the University of Puerto Rico’s Mobile Learning Week Event

Metaliteracy 2Tom Mackey and Trudi Jacobson have been invited to present a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explore the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted? Do learners know how to differentiate between what is real and what is fake in these environments? And do learners fully appreciate the importance of critical thinking and contributing as active and original producers of information, beyond posting selfies via mobile phones? How do learners bridge their free-flowing access to information via social media and mobile devices with the academic resources available in the library? How do learners make meaning from these different sources of information to advance their participatory roles as researchers and scholars? Metaliteracy is a model for understanding how information is produced and shared collaboratively in networked social spaces. The metaliterate learner is metacognitive, a critical consumer of information and an informed producer of digital media. The metaliterate learner adapts to changing technologies and always brings a critical and reflective sensibility to these experiences, asking good questions and being open to multiple perspectives.

Our approach to metaliteracy in practice is informed by several projects developed by the Metaliteracy Learning Collaborative, including a competency-based digital badging system and three Massive Open Online Courses (MOOCs). This presentation will examine the Metaliteracy Learning Goals and Objectives that inform these projects as a flexible, adaptable, and evolving resource. In addition, the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education will be introduced and explained. The information environment that compels us to move beyond the Standards is the one that spurred our development of metaliteracy. Indeed, one of the underpinning elements of the Framework is metaliteracy. This connection, as well as the threshold concept structure, will be explored in detail.

We appreciate the invitation to present from Ana I. Medina Hernández, MIS, Coordinadora Red Graduada, Decanato de Estudios Graduados e Investigación and Rossana I. Barrios Llorens, MIS, CLA, Head Librarian Serials and e-Access Department, Conrado F. Asenjo Library, University of Puerto Rico Medical Sciences Campus.