Metaliteracy Infographic Created for MOOC Final Project

We welcome this guest posting from Holly Wehmeyer, Communications & Marketing Coordinator and Educator from the Intensive English Language Program at the University at Albany, SUNY. Holly participated in the first session of our Open edX MOOC Empowering Yourself in a Post-Truth World and created a Metaliteracy Infographic as her final project. Our Post-Truth MOOC is now in a self-paced mode so feel free to join and create your own project!

Characteristics of a Metaliterate Social Media User

by Holly Wehmeyer

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Characteristics of the Metaliterate Learner (Mackey & Jacobson, 2019)

For my final project, I chose to create an infographic on the characteristics of a Metaliterate social media user. I have watched the social media space become polarized and partisan along with the nation’s politics and wondered about my role in developing online communities of trust. I have watched friends and strangers argue past one another, post inflammatory memes, and eventually unfollow each other. How are we to compromise on important issues if we can’t even talk to one another? Taking this course was one step I chose to take in becoming part of the solution to this problem.

The infographic attempts to draw on the concepts we’ve learned in the course to help social media users reflect on how they approach social media and what and how they share information. I wanted to create a simple guide to being a responsible online citizen. I created the graphic using Canva, an online design tool that I’ve used previously while working on newsletters and other publications. It allows the user to create simple designs and offers a number of free icons and other graphics. I also used quotations and information from Mackey and Jacobson’s book, Metaliterate Learning for the Post-Truth World, which was not required reading for the course (other than the Introduction and first chapter), but which I read on my own.

Working on this final project certainly involved all four metaliteracy learning domains. In the behavioral realm, I was reminded of what I should be DOING – how I should be interacting with other people on social media – in responsible and civic-minded ways. My actions have consequences, so I should strive for the action that avoids harm and creates constructive dialog. In the cognitive realm, I’ve learned a lot about confirmation bias, inoculation theory, ideas about experts, and more. My background in Journalism had already given me a good grounding in the way media outlets choose photos, write captions, and construct headlines, but the course readings were an excellent reminder of how things have changed since I worked in publishing in the 1990s. In the affective domain, this course actually made me feel a lot better about my own behavior. I haven’t been doing such a terrible job online as I perhaps thought! However, there is always room for improvement. The course helped me recognize why I’m reacting strongly to certain posts or why I feel frustrated when my arguments don’t convince my opponent. Finally, in the metacognitive domain, I have reflected frequently on why I post certain stories and why I have certain reactions to other people’s posts. It has helped me ask questions of myself, many of which I’ve put into my final project.

In conclusion, by modeling the characteristics of a metaliterate social media user, both through this infographic and through my online behavior, I hope to teach others about the value of metaliteracy, to build those communities of trust, and to help return our online discourse to a place of civility and discovery.

New Metaliteracy Paper Presented at Conference in Frankfurt, Germany

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Trudi Jacobson, Karin Lach and Tom Mackey

At the recent Conference on Learning Information Literacy across the Globe in Frankfurt, Germany, Trudi Jacobson and Tom Mackey presented a new metaliteracy paper entitled “Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Learning Opportunities.” This peer-reviewed essay was one of eight full-papers accepted to the conference and was co-authored with Kelsey O’Brien, Information Literacy Librarian, from the University at Albany. The slideshow for the presentation featured the metaliteracy model, a discussion of open pedagogy’s relationship to metaliteracy, and related metaliteracy projects, including the digital badging system and the Open edX MOOC Empowering Yourself in a Post-Truth World, which is now available in a self-paced mode. The conference was hosted and organized by the DIPF | Leibniz Institute for Research and Information in Education and was the final part of the Erasmus+ Project Information Literacy Online, a European project to improve students’ competencies.

Shown in the photo with Trudi and Tom is Karin Lach, Universitätsbibliothek, Fachbereichsbibliothek Anglistik und Amerikanistik, Wien (University Library, English and American Studies Library, Vienna), who is kindly working on a German translation of the metaliteracy goals and learning objectives.

 

Metaliteracy/Information Literacy Course Emphasizes Open Pedagogy

A course taught this spring at the University at Albany blended an opportunity to learn about metaliteracy and information literacy with a very public-facing assignment: writing for Wikipedia. The course, Information Literacy for the Humanities and Fine Arts, participated in the Wiki Education program. Students had the opportunity to put many of the metaliteracy learning objectives and information literacy frames into practice in a way that brought them alive. More detailed information, including student reactions, can be found in a  post on the Wiki Education blog.

Register Now for Empowering Yourself in a Post-Truth World!

Registration is now open for Empowering Yourself in a Post-Truth World, a new Open edX MOOC developed by colleagues from SUNY Albany and SUNY Empire State College who work together as part of the Metaliteracy Learning Collaborative. This six-week Open edX MOOC starts on March 18, 2019, so register today!  The course examines how to address post-truth challenges through the lens of metaliteracy while exploring ways to rebuild communities of trust. The content of the course is informed by the new book published by Tom Mackey and Trudi Jacobson for ALA-Neal Schuman, Metaliterate Learning for the Post-Truth World. The MOOC is supported by a SUNY Innovative Instruction Technology Grant and is hosted by the University at Buffalo, College of Arts and Sciences Continuing Education.

The instructors for the course include Tom Mackey, Trudi Jacobson, Kelsey O’Brien, Tom Palmer, Lisa Stephens, Christine Fena, Allison Hosier, and Nicola Marae Allain. In addition to the instructors, we worked with a team that included Alena Roddick (Instructional Designer), John Hughes (Videographer), David Dickinson (Videographer), and Christine Paige (Project Manager). Thanks to Jay Stockslader, Director of Continuing Education at the University of Buffalo for supporting our MOOC on Open EdX. Check out the promo video below created by Kelsey O’Brien and register now!

Metaliteracy Examined in HigherEdJobs Leadership Publication

HEJ_Logo_2cTrudi Jacobson and Tom Mackey co-authored a feature article entitled Why You Should Fight for Metaliteracy on Your Campus for the HigherEdJobs leadership newsletter. This publication is sent to approximately 40,000 subscribers at the executive level, including presidents, provosts, and deans. The article was written to support all educators interested in applying metaliteracy in a wide range of disciplines and institutional contexts to advance metaliterate learning. As Jacobson and Mackey (2018) argue in this new essay:

Metaliteracy provides a model for thinking and knowing in a social media age that is fraught with misleading and downright false information from a wide range of questionable sources. Metaliterate learners are developed across many academic disciplines through teaching and learning situations that promote self-direction, collaboration, participation, and metacognitive thinking. This approach requires us to work together and innovate, applying the metaliteracy goals and learning objectives, and supporting institutional partnerships among key stakeholders such as faculty, librarians, and instructional designers.

As noted in this essay, collaborative conversations among key stakeholders at the campus level are ideal to advance metaliteracy initiatives. If you have questions about how to get these conversations started or to share innovative programs already in place, feel free to reach out directly to Trudi Jacobson at tjacobson@albany.edu or Tom Mackey at Tom.Mackey@esc.edu.

Tea for Teaching Podcast Features Metaliteracy

Tea1In the latest Tea for Teaching podcast produced by the Center for Excellence in Learning and Teaching (CELT) at the State University of New York at Oswego, Tom Mackey and Trudi Jacobson participate in a conversation about metaliteracy with John Kane, an economist, and Rebecca Mushtare, a graphic designer.  John and Rebecca run the Center and produce the Tea for Teaching series. As part of this podcast, Trudi and Tom define what metaliteracy is, provide illustrative examples of metaliteracy in practice, and explore the connection to the ACRL Framework for Information Literacy for Higher Education. This conversation also goes into detail about the latest SUNY Innovative Instruction Technology Grant (IITG) awarded to the Metaliteracy Learning Collaborative to support a new metaliteracy MOOC Empowering Yourself in a Post-Truth World, currently under development in the Open EdX platform for a March 2019 launch. Tom and Trudi talk about their forthcoming book for ALA Publishing Metaliterate Learning for the Post-Truth World and Trudi provides updates on the Metaliteracy Digital Badging System. As part of the podcast, a full transcript of the discussion is provided, along with related references. Get ready for this Tea for Teaching podcast with your favorite tea and then listen for the latest ideas about metaliteracy that will support your own teaching and learning!

Reconstructing Scientific Literacy through Metaliteracy: Implications for Learning in a Post Truth World

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Metaliterate Learning for the Post-Truth World

Allison Brungard and Kristin Klucevsek offer the following preview of their chapter, “Reconstructing Scientific Literacy through Metaliteracy: Implications for Learning in a Post Truth World,” appearing in the forthcoming book, Metaliterate Learning for the Post-Truth World, edited by Thomas Mackey and Trudi Jacobson.

Science now exists in a wide range of digital contexts. Scientific information can be shared through social media platforms such as Facebook, Twitter and Instagram, and user-generated communities such as YouTube, Flickr, Blogger, and Wikipedia. These platforms can help disseminate scientific information to the wider public, but they also can spread misconceptions and distortions. In our post-truth world, this has a strong impact on scientific literacy, with downstream implications for health, politics, and the environment. We also encounter effects of this post-truth world in our classrooms as we work to build stronger literacy skills with our students. The need for learners to critically examine and reflect on what they encounter in these participatory online environments is crucial. To improve scientific literacy, learners must develop the metacognitive processes necessary to discern fact from fiction. As teachers, we must re-examine competencies for scientific literacy in this post-truth, digital world.

In this chapter, we address the challenges of scientific literacy within the larger framework of metaliteracy. With an emphasis on the four domains of metaliterate learning, we align scientific process with metaliteracy competencies to enhance scientific literacy. We explore the impacts of current events and education on scientific literacy, as well as the relationship between social media and personal biases through which scientific facts can be misconstrued. We also focus on strategies for academic librarians and disciplinary faculty to infuse metaliterate objectives in their teaching, curriculum, and research. Reflective and participatory learning can move learners beyond the consumption of information and towards critical thinking, research, and writing. This encourages learners to also be content producers, with the ability to understand the most effective ways to use science in their daily lives