Trudi and Jackson Grey, a student in her fall 2021 Information Literacy in the Humanities and Fine Arts course, presented at the virtual 2021 WikiConference North America in October. This course uses a combination of the Wiki Education program, metaliteracy, and frames from the ACRL Information Literacy Framework for Higher Education to encourage students to see themselves as ethical and responsible information producers.
The Wiki Education program provides excellent training for novice Wikipedia editors, but a conceptual understanding of the value of information, as well as scaffolding to recognize themselves as information producers, can provide a rich underpinning for this new set of skills, a background that will help them to see the value of their contributions, and encourage them to continue as metaliterate Wikipedia editors.
Jackson, a senior at the University at Albany majoring in philosophy, provided a student’s viewpoint in such a learning situation where It is possible to share growing knowledge in a field of study. He also explored the differing values of information, inherent vs. as a means to an end, and the disconnect between the availability of information and its importance.
The presentation is available on YouTube as part of a day of programs. It starts at 6:05, and this link is set to start at that point.
The first metaliteracy book, Metaliteracy:Reinventing Information Literacy to Empower Learners, written by Tom Mackey and Trudi Jacobson (2014) has been translated into Portuguese. This is the first-ever translation of an entire metaliteracy book. The Brazilian Institute of Information in Science and Technology (ibict), Research Unit of the Ministry of Science, Technology and Innovation (MCTI), in partnership with UNESCO and ALA/Neal-Schuman Publishing has published this Portuguese translation. Special thanks to Helda Pinheiro and to Dr. Cecília Leite, Director of Ibict, for her enormous support in translating the book, as well as the Faculty of Information Science at the University of Brasília. Thanks to everyone at ALA/Neal-Schuman Publishing as well.
This paper describes several examples of how metaliteracy is embedded in teaching praxis through open educational resources (OER) that include interactive learning objects and digital badging content as well as fully developed Massive Open Online Courses (MOOCs). Specifically, these metaliteracy OER have been applied by the authors in an information literacy course at the University at Albany, SUNY, as well as online courses in the Digital Arts at SUNY Empire State College (Mackey & Jacobson, 2021).
In this interactive workshop, participants will explore metaliteracy, including the metaliterate learner model and characteristics, review the goals and learning objectives and their value, touch upon differences between metaliteracy and the ACRL (2015) and CILIP (2018) conceptions of information literacy, and consider both open metaliteracy resources and sample open educational practice models that they support. Participants will explore options that will meet the needs of their students, and start a plan for incorporating metaliteracy in their formal or informal teaching. They will be able to learn from one another and share ideas on an online, open platform for continuing consultation, reporting of results, and idea-sharing.
(Jacobson & Mackey, 2021)
The ideas and techniques applied in this workshop are flexible and transferrable to different pedagogical settings and situations. If you would like to talk with us about ways to adapt this workshop to your setting, feel free to contact us.
“Anyone could make edits, and anyone could challenge those edits…This helped me feel less like an outsider trying to fit into a conversation and more like one of a million voices that were working together towards a shared goal of information creation and consumption.”
It is not only illuminating, but also vital to hear from learners about the impact of their encounters with metaliteracy. Asking them to write reflective pieces is one way to find out how components of metaliteracy may have had an effect on their learning. A recent Wiki Edu blog post by Corrin Baker, a graduating senior at The University at Albany, provides such insight. Corrin expanded a wonderfully written course reflection for this post about a course taught by Prof. Trudi Jacobson.
In describing metaliteracy’s producer role, Ms. Baker wrote:
The shared roles of producer and consumer were present in every step of the course. I was fully engaged in locating and evaluating sources, and then finding ways to make that information both understandable and accessible. I felt a great sense of responsibility to the audience and to the authors whose work I was using. I was also far more aware of diversity in a global audience, especially as I found myself struggling to find non-male authors to cite.
The course, which lasts just seven weeks, is challenging for students, but aims to have a lasting effect on their understanding of information and their roles in producing and sharing it. Corrin’s reflection testifies to the incredible impact that the blend of metaliteracy, information literacy, and the wonderful Wiki Education program can have.
As educators strive to deal with this information flood in a world of partisan politics and questionable content, critical and reflective thinking are required to better understand this philosophical moment and one’s role in it. Metaliteracy promotes the development of metaliterate digital citizens who are civic-minded and effectively produce content in a participatory networked culture (Hill & Mackey, 2021, p. 220).
As part of this article, the Community Virtual Library (CVL) in Second Life is analyzed through the four primary goals of metaliteracy. Valerie J. Hill is the director of the CVL and provides insights about related programming in this virtual library community such as the annual Dickens Project that features a reading of A Christmas Carol and historical simulations.
Thanks to Trudi E. Jacobson for reading a draft of the article and providing feedback!
Hill, V., & Mackey, T. (2021). Embracing metaliteracy: Metamodern libraries and virtual learning communities. College & Research Libraries News, 82(5), 219.
The new metaliteracy book written by Tom Mackey and Trudi Jacobson will be published by ALA/Neal Schuman in summer 2021!
The fourth metaliteracy book in a series is entitled Metaliteracy in a Connected World: Developing Learners as Producers and will focus specifically on the metaliterate learner as informed and ethical producer of information in collaborative social settings. The Foreword to this book will be written by Jako Olivier, UNESCO Chair on Multimodal Learning, and OER Professor in Multimodal Learning, North-West University, South Africa.
In this newest book in their series, the authors carefully examine the central role of learners as producers of information, a foundational idea for the metaliteracy framework and one that’s more important than ever in our current media and information environment. They emphasize the active role today’s learners play as individual and collaborative metaliterate producers of information in various forms, including writing, digital stories, digital artifacts, and multimedia productions. The authors explore a range of connected social settings from online courses to social media to open learning environments.
Profs. Trudi Jacobson and Tom Mackey have been invited to provide a keynote address on metaliteracy at a virtual event hosted by the University of Puerto Rico on February 11, 2021. This new presentation, entitled Metaliteracy: Engaging Students through Assessment as Learning, will occur during the Second Virtual Training Session 4th National Meeting of Information Literacy Competencies. Registration for this event is open at: https://lnkd.in/eeyEtjt. We look forward to seeing you virtually! – Trudi & Tom