Category Archives: growth mindset

Revised Metaliteracy Goals and Learning Objectives for 2025: Share Your Feedback!

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We are excited to share the newest draft of the Metaliteracy Goals and Learning Objectives (2025) with you! Through our collaborative work and plenty of our favorite tea, we’ve revised this document based on the progression of metaliteracy. It also addresses the revolutionary developments in artificial intelligence (AI). This update builds on the 2018 version, addressing the needs of educators and learners in rapidly changing information environments. We would love to hear your feedback! Please take a moment to review the draft. Then share your thoughts in the comment box at the end of that page. Do you find the revised goals and objectives useful? Any suggestions for revision? What did we miss? You may also want to add your thoughts concerning others’ suggestions and comments.

The world is evolving rapidly, especially with advancements in artificial intelligence (AI) and the growing concerns around mis- and disinformation. This led us to revisit the original goals and objectives published in 2018. Our aim was to tackle these trends head-on and consider the broader development of the metaliteracy model itself. We wanted a forward-thinking, adaptable approach for educators and learners to thrive in an increasingly complex information environment. This new version prepares learners for the challenges they will face in a world deeply influenced by AI. Metaliteracy’s emphasis on the “learner as producer” is central to the effective and ethical use of new tools and technologies.

As we worked through these revisions, we realized that the 2018 version was out-of -date and overly detailed. We streamlined the document by reducing the number of objectives from 34 to 20, focusing on clarity and purpose. This revision aligns with the evolution of metaliteracy itself and makes the framework more actionable for educators. We believe this new version is more focused and better suited to the needs of today’s learners. It has a sharper focus on critical thinking, self-awareness, and adaptability. We want learners to engage with and critically assess the technologies and influences shaping their world.

We’ve opted for an open comment period instead of a closed survey. This is a transparent process that encourages a collaborative exchange of ideas. We appreciate your thoughts and insights on these revisions, which will help guide the final version of the document.

So now, it’s your turn! We invite you to offer feedback on the draft Metaliteracy Goals and Learning Objectives (2025). What do you think about the revised document? Are there areas that need further refinement? How would these revised goals and objectives support you in teaching with AI? What kinds of assignments would you develop with these new insights? How would you revise existing assignments to apply these changes? The comment period will be open until February 28, 2025. After we analyze all of the feedback, we’ll share the final iteration of the 2025 document via this blog. We greatly appreciate your feedback as we continue to refine and evolve the metaliteracy framework for the future.

Thank you for your ongoing support and for being part of this exciting process! Please leave your comments on the page containing the new draft—let’s continue the conversation!

-Trudi Jacobson and Tom Mackey

Designing Interactive Pedagogies of Play Through Metaliteracy

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Trudi Jacobson and Tom Mackey co-authored the chapter Designing Interactive Pedagogies of Play Through Metaliteracy for a new book edited by Marietjie Havenga, Jako Olivier, and Byron J Bunt. The open access volume entitled Problem-based Learning and Pedagogies of Play: Active Approaches Towards Self-Directed Learning is published by AOSIS Scholarly Books. As noted in the synopsis: “The focus of this book is original research regarding the implementation of problem-based learning and pedagogies of play as active approaches to foster self-directed learning” (https://books.aosis.co.za/index.php/ob/catalog/book/409).

According to the abstract for Trudi and Tom’s chapter:

This chapter explores interactive pedagogies of play (PoPs) through the theory and practice of metaliteracy. As a holistic pedagogical framework for developing reflective and self-directed learners in collaborative social environments, metaliteracy supports individuals to become active knowledge producers. The structure of the metaliteracy model includes interrelated roles, domains and characteristics that reinforce the scaffolding of play- and problem-based learning in multimodal contexts. The core components of metaliteracy are applied in practice through a set of flexible and adaptable goals and learning objectives. Through this analysis of metaliteracy concerning PoPs, we will describe interactive meaning-making in pedagogical situations involving collaborative problem-based learning (PBL) in four courses at both foundational and advanced levels of the college experience.

https://doi.org/10.4102/aosis.2023.BK409.

We are thrilled to be a part of this exciting new open access book with such excellent editors and authors. It was a great experience to apply metaliteracy to this new context of pedagogies of play. The examples we provide from our own teaching in the Writing and Critical Inquiry course at The University at Albany and in the Digital Media Arts courses at Empire State University demonstrate how applicable these ideas are to a wide range of pedagogical contexts. Let us know what you think about this new application of the metaliteracy model and feel free to try it out in your own teaching!

-Trudi and Tom

Jacobson, TE & Mackey, TP 2023, ‘Designing interactive pedagogies of play through
metaliteracy’, in M Havenga, J Olivier & BJ Bunt (eds.), Problem-based learning and pedagogies of play: Active approaches towards Self-Directed Learning, NWU Self-Directed Learning Series, vol. 11, AOSIS Books, Cape Town, pp. 43–70. https://doi.org/10.4102/aosis.2023.BK409.03

Looking for Workshop Ideas About Metaliteracy?

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If you are interested developing workshop ideas about metaliteracy or would like to participate in a metaliteracy workshop asynchronously, check out this latest presentation! On Tuesday, September 5, Trudi Jacobson and Tom Mackey facilitated an interactive workshop entitled Adapting Metaliteracy OER to Multimodal Teaching and Learning Practices as part of their honorary appointments as Extraordinary Professors at North-West University (NWU). This virtual event was recorded and is now available to watch at your own pace. The ideas presented in the slideshow are easily adaptable to different learning scenarios and it is fine to follow along with the video as an asynchronous workshop participant! Feel free to apply the slides to your own setting (as long as you cite the source) and be sure to let us know if you have any questions! We would love to hear your feedback! -Trudi and Tom

Metaliteracy Featured in Virtual Prestige Lecture at North-West University in South Africa

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As part of their honorary appointments as Extraordinary Professors at North-West University in South Africa, Tom Mackey and Trudi Jacobson delivered a new Prestige Lecture about Metaliteracy and Multimodality. The slides, audio file, and video recording for this lecture entitled Combining Metaliteracy and Multimodality to Develop Metaliterate Producers are now available. This newest Prestige Lecture is based on the second chapter from Tom and Trudi’s book Metaliteracy in a Connected World: Developing Learners as Producers that was published by ALA Neal-Schuman in 2022.

Look for Trudi and Tom’s follow-up workshop entitled Adapting Metaliteracy OER to Multimodal Teaching and Learning Practices on September 5 at 9am EDT.

Metaliteracy Featured in ALA Neal-Schuman Interview

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A new metaliteracy interview with Tom Mackey and Trudi Jacobson is featured in the ALAstore blog to coincide with the publication of their book Metaliteracy in a Connected World: Developing Learners as Producers. Rob Christopher, Marketing Coordinator at ALA Editions | ALA Neal-Schuman conducted the interview and asked questions related to the origins of the metaliteracy framework, the timeliness of metaliteracy, the “learner as producer” dimension of the model, and the relationship of a “growth mindset” to lifelong learning. Here’s one excerpt from the interview that addresses the importance of a “growth mindset” and the development of a metaliteracy mindset:

If you have a fixed mindset, you are much less likely to delve into new areas that require time and energy to succeed. Your lifelong learning would not be able to develop in creative and inventive ways. But with a growth mindset, the world’s your oyster! You just need to make a commitment and follow through on it when you are serious about learning or accomplishing something new. And you have to realize that there will be stumbles along the way–it is inevitable. Making mistakes is such an important part of the learning process, and the value of these experiences can be drawn out through the metacognitive dimension of metaliteracy.

(https://www.alastore.ala.org/MJconnectinterview)
Metaliteracy in a Connected World: Developing Learners as Producers (2022)