Translation of Metaliteracy Interview for RSG Radio

An English translation of the metaliteracy interview for the RSG Radio Program has been prepared by Jako Olivier, UNESCO Chair on Multimodal Learning and OER at North West University (NWU), South Africa.

Trudi Jacobson Tom Mackey and Jako Olivier (pictured to the right in 2019 at NWU in South Africa) discuss metaliteracy on Sunday August 2, 2020 at 9:30am EST (15:30 South African time).

Download the English translation of the interview here:

The discussion is moderated by Johannes Van Lill, for the RSG radio show, Ons en die onderwys (‘We and Education’). While Tom’s and Trudi’s responses are in English, the program is in Afrikaans. Jako’s translation of the program will allow you to read along with the initial interview on Sunday at http://www.rsg.co.za/ or if you download the podcast after the event at https://lnkd.in/d-hCeDN.

Our first blog post about the interview featured two audio previews, and here are two additional responses from Tom and Trudi based on the questions posed by Johannes Van Lill:

Which characteristics should a metaliterate learner have?

“Metaliterate learners start to see themselves as producers of information as they strive toward the productive characteristic for creating content in a variety of media formats.” – Tom Mackey

What implications does metaliteracy have for teachers and parents in the school context?

“Promoting metaliteracy in students has the potential to empower them in their interactions with information and their engagement with others.” -Trudi Jacobson

We hope that you join us for this opportunity to engage with an international audience about metaliteracy and welcome any feedback and insights you have based on the conversation!

Metaliteracy Interview on RSG International Radio Program

Jako Olivier, UNESCO Chair on Multimodal Learning and OER invited Trudi Jacobson, Distinguished Librarian and Head of the Information Literacy Department at the University at Albany, SUNY and Tom Mackey, Professor of Arts and Media at SUNY Empire State College to participate in a discussion about metaliteracy on the RSG radio show, Ons en die onderwys (‘We and Education’) on Sunday August 2, 2020 at 9:30am EST (15:30 South African time). Johannes Van Lill, Director of Wordwise Media & VJC, RSG Presenter, journalist and communication specialist will lead the discussion and interview Jako, Trudi, and Tom as part of the program. While Tom and Trudi’s portions will be in English, the rest of the discussion will be in Afrikaans.

Listen live to the interview with Tom, Jako, and Trudi (pictured to the left at last year’s ICIL conference in South Africa) at http://www.rsg.co.za/ (click on the red button marked ‘LUISTER NOU’) or download the podcast afterwards at https://lnkd.in/d-hCeDN.

RSG has over 1.3 million listeners who might tune into their radios, and the Sunday afternoon programs in particular are the most widely listened and together with the online listeners and podcast downloads the total listener number might be closer to 2 million people. RSG is broadcast all over South Africa and because it is the most popular and main national Afrikaans-speaking radio station it covers a very wide demographic. RSG also has many listeners from the country of Namibia (where Afrikaans is also spoken widely) as well as online with local and Afrikaans-speaking expatriates. 

Here’s an audio preview of two of the responses from Tom Mackey and Trudi Jacobson as part of the interview:

What is Metaliteracy?

“Metaliteracy is an approach to teaching and learning that places individuals at the center of a reflective and active process for producing new knowledge.” – Tom Mackey

Why is metaliteracy relevant for education today?

“Metaliteracy is ultimately about a multi-faceted discovery process that leads to learning and self-knowledge.” – Trudi Jacobson

Listen in on Sunday, August 2 at 9:30am EST for the full interview with Jako Olivier and Johannes Van Lill!

After the broadcast, the full recording will be available as a downloadable podcast here:
http://www.rsg.co.za/Program-Vorige/60/Ons-en-die-onderwys. The program is available via the link ‘Laai die mp3 af’ or check the Google Translate English version of the same page.

Metaliteracy and Maker Literacy

We are delighted to share this guest post by Sarah Nagle, Creation and Innovation Services Librarian at Miami University, Oxford Ohio. Sarah explores the maker movement, its tenuous fit with the ACRL Framework for Information Literacy, and what she defines as a strong alignment with metaliteracy.

Metaliteracy as a Bridge Between Maker Literacy and the ACRL Framework

Sarah Nagle, Creation and Innovation Services Librarian

The popularity of makerspaces has soared across the world since the onset of the Maker Movement in the mid-2000s. Makerspaces are collaborative working and learning spaces that often include technology such as 3D printers, sewing machines, laser cutters, and other equipment. While community and public library makerspaces led the charge in the early years of the maker movement, maker-centered learning has blossomed in the realm of education, becoming a popular learning tool in K-12 schools, and more recently in higher education. Often, university makerspaces live in the campus library. University libraries can provide broad access to communal, collaborative spaces for the campus community, making them an ideal location for makerspaces. Maker-centered learning has a strong multidisciplinary, collaborative aspect, and makerspaces traditionally put value on the open sharing of things and ideas, something that is deeply embedded in the spirit of libraries.

As makerspaces have grown in popularity in education, some important projects have arisen to study the benefits and outcomes of maker-centered learning. Agency by Design (AbD) (Clapp et al., 2017) is a multi-year research project that has studied maker-centered learning. Although the project focused mainly on K-12 education, many of the findings can apply to maker-centered learning for any age level. AbD developed a Framework for Maker-Centered Learning, which focuses on maker empowerment and design sensitivity. A prominent framework for maker-centered learning in higher education is the Maker Literacies Project (Wallace, et al., 2018), an IMLS-funded initiative started at the University of Texas Arlington, has developed a list of maker competencies for higher education, in addition to providing a wide range of examples of makerspace course integrations. A common thread for maker-centered learning frameworks is the development of a maker mindset, which places emphasis on empowerment, failure positivity, and critical thinking. Often absent from maker-centered learning frameworks is a strong emphasis on the acquisition of specific skills. In other words, even though students are learning specific tools, technologies, and software, the enduring value that they receive from maker-centered learning experiences is primarily related to mindset development.

The question of how maker-centered learning connects to information literacy instruction remains largely unanswered. Since moving from public to academic library makerspaces in 2018, I have grappled with how to bridge maker-centered learning with my library’s information literacy instructional mission, which focuses heavily on the ACRL Framework for Information Literacy. Attempting to map maker literacies to the ACRL Framework can be a difficult task; there are many similarities, but there are also many outcomes of maker-centered learning that don’t fit perfectly within the six frames. Then I began reading about metaliteracy and discovered that the concept provides an excellent overarching model for connecting experiential learning competencies like maker literacy to the ACRL Framework.

Metaliteracy places emphasis on learners as active, collaborative, and introspective creators. This perspective on information literacy broadens the scope of library instruction and makes room for new and innovative literacies, such as maker literacy. Below are some of the important ways that metaliteracy encompasses the outcomes of maker-centered learning.

  • Shift from consumer to creator – Goal 3 of the 2018 Metaliteracy Goals and Learning Objectives includes students’ ability to view themselves as producers of information. An important outcome of maker-centered learning focuses on this shift as well. Rooted in the ideals of the maker movement, the shift from consumer to creator fundamentally changes students’ outlook and connects closely with the theme of empowerment. Students are no longer blindly consuming information and things, but rather looking critically at all aspects of the designed world around them, with a confidence in their ability to analyze, tinker with, and design new objects.
  • Empowerment – Learner empowerment is mentioned in the metaliteracy documentation as an outcome of metacognition and metaliterate learning. Empowerment is also a key component of maker-centered learning frameworks. The ultimate outcome of the AbD Framework for Maker-Centered Learning is Maker Empowerment. This is defined as “A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking” (Agency by Design, n.d.). In other words, maker-centered learning helps students critically evaluate the world around them, understand how things work, and gain confidence in their own ability to fix, improve upon, and create things.
  • Civic mindedness – One characteristic of metaliterate learners is their tendency to be civic minded. Civic mindedness is also a byproduct of maker-centered learning. When students experience empowerment through maker-centered learning, this empowerment begins to extend beyond themselves, often resulting in students’ commitment to use their newfound agency to make a difference in the world at large. A hallmark of the maker movement is the propensity of makers to use their skills to give back to their communities. A recent example is the maker community’s response to shortages of PPE and medical devices during the COVID-19 pandemic. When stories began circulating of PPE shortages, makers worldwide immediately stepped up in huge ways to design, develop, and manufacture face masks, shields, and even parts for medical devices such as ventilators. AbD identifies “Community Making” as one of the primary benefits of maker-centered learning, defining it as, “Finding opportunities to make things that are meaningful to one’s community and taking ownership of that process of making, either independently or with others” (Clapp et al., 2017, p. 41).
  • Metacognition – Metacognition is an integral component of metaliteracy, as one of the four domains of metaliterate learning. Although the current literature and frameworks on maker literacy do not explicitly address metacognition in maker-centered learning, the concept is certainly interconnected with the maker learning process. The maker mindset involves critical evaluation of one’s own beliefs and outlooks. In all of my makerspace instruction sessions, I start by introducing students to the maker mindset, which gives students the opportunity to understand and evaluate their own shift in thinking as they develop themselves as makers. Additionally, Wallace et al. (2018) discuss how maker learning activities were more effective when faculty members included self-reflection in the assignment. They describe how the addition of journaling or other self-reflective components to maker assignments increased student growth. This metacognitive step also contributes to maker empowerment, because when students understand the elements of mindset development, they have the ability to control their own learning.

As more academic libraries implement makerspaces, academic library maker educators may face pressure to demonstrate how maker literacy fits with the ACRL Framework. Metaliteracy not only expands students’ expertise of information literacy to include rapidly changing digital environments, it also has the potential to be the bridge that connects newly forming innovative literacies, including maker literacy, to the ACRL Framework. By embracing mindset development rather than skill acquisition, information literacy instruction has the potential to help students develop lifelong practices and viewpoints that will continue to serve them long after they graduate.

References

Agency by Design. (n.d.). The Framework for Maker-Centered Learning. http://www.agencybydesign.org/explore-the-framework

Clapp, E. P., Ross, J., Ryan, J. O., & Tishman, S. (2017). Maker-centered learning: empowering young people to shape their worlds. San Francisco, CA: Jossey-Bass.

Wallace, M., Trkay, G., Peery, K., Chivers, M, Radniecki, T. (2018, August 3-5). Maker Competencies and the Undergraduate Curriculum. Paper presented at the 2018 International Symposium on Academic Makerspaces, Stanford, CA. Retrieved from https://rc.library.uta.edu/uta-ir/handle/10106/27518

Sarah Nagle is Creation and Innovation Services Librarian at Miami University in Ohio, where she supports transdisciplinary projects and course integrations relating to a variety of maker and innovation topics. Sarah’s scholarly interests include inclusivity in the maker movement and how maker-centered learning can enhance learning both in informal environments and higher education. 

Metaliteracy Recording from LIT Virtual Conference Now Online

Image of Webex recording of metaliteracy presentation.

The Webex recording of the metaliteracy presentation at the Learning with Innovative Technology (LIT) Conference Virtual Conference is now available online. The session recording entitled Preparing Metaliterate Learners for the College Environment with SUNY’s iSucceed College Success Course by Trudi Jacobson, Kelsey O’Brien and Tom Mackey examines the metaliteracy module designed for the Lumen Learning iSucceed College Success course.

This fully open and flexible resource was developed for SUNY OER Services and is adaptable to both K-12 and higher education settings.The presentation explores the current learning environment, including the challenges of the COVID-19 pandemic, provides an overview of the iSucceed College Success Course, and takes a deep dive into the metaliteracy module based on the metaliteracy framework. Several suggestions for adapting the metaliteracy module to your setting are discussed. This talk also refers to openly available resources for teaching with metaliteracy, including videos, interactive learning objects, and specific segments from the iSucceed module.

All of the slides from the presentation Preparing Metaliterate Learners for the College Environment with SUNY’s iSucceed College Success Course are available as well. The LIT conference web site at SUNY Empire State College includes this presentation, along with all of the recorded presentations from this event.

Metaliteracy Presentation at LIT Virtual Conference

The Learning with Innovative Technology (LIT) Conference at SUNY Empire State College will include a presentation by Trudi Jacobson, Kelsey O’Brien and Tom Mackey about the development of a metaliteracy module for the Lumen Learning iSucceed College Success course. The presentation, entitled Preparing Metaliterate Learners for the College Environment with SUNY’s iSucceed College Success Course, will take place at this virtual conference on Friday, July 10 2020 at 9:15am EDT (UTC -4).

Students entering or preparing for college typically find themselves in a very different environment from high school. They must make more decisions on their own, from organizing their time to making health-related choices. How they engage with information must also change based on the demands of the college experience. Becoming producers of information in both academic and quotidian settings that are often collaborative and online requires a shift in mindset that can benefit students throughout their lives. COVID-related circumstances may cause many more students to live at home while starting college, requiring them to take on new responsibilities and self-regulation strategies without the typical face-to-face support from instructors and peers. 

SUNY OER Services has adapted Lumen’s “College Success” online course to include two new modules in its “iSucceed” version, one of which focuses on metaliteracy. This course is available not only to SUNY students but also, in a modified form, to anyone interested in applying the metaliteracy model to lifelong learning. This session will provide a brief overview of the iSucceed College Success course and then focus on how the metaliteracy course module can be used to introduce students to the importance of this information and learning framework. As educators transition to fully online, blended, and remote learning in response to the COVID-19 crisis, this new metaliteracy resource provides adaptable content for both K-12 and college settings. The metaliteracy module guides students through this process as they learn the definition of the term, examine metaliterate learner roles, goals, and characteristics, and explore how to become a metaliterate digital citizen. This flexible, interactive unit includes videos, assignments, and self-check quizzes that are adaptable to a range of disciplines and educational settings.

Metaliteracy Presentation at the Information Literacy & Democracy Conference

Tom Mackey and Trudi Jacobson will present Advancing democratic dialogue by applying metaliteracy in teaching praxis at the Information Literacy & Democracy Virtual Conference June 19-20. The video presentation is available in advance of the conference and their live session will take place on June 19 at 11:30 am Eastern Savings Time (5.30 p.m Central European Summer Time – CEST). To join the live session, register for free by sending an e-mail to infodem (at) uni-hildesheim.de. All of the conference presentations are available via the Information Literacy & Democracy conference web site and YouTube. The Information Literacy and Democracy (IDE) project is supported by the Ministry of Science and Culture of Lower Saxony, Germany.

Tom and Trudi’s presentation explores metaliteracy as a pedagogical model to develop a metaliteracy mindset for effectively consuming, producing, and sharing information. This comprehensive framework promotes democratic dialogue with learners to uphold democracy in a post-truth world of misinformation and disinformation. This presentation describes the four components of metaliteracy and offers ideas for advancing democratic dialogue with learners.

Metaliteracy Keynote Features Open Resources for Teaching and Learning at a Distance

Tom and Trudi at Virtual Keynote

Trudi Jacobson and Tom Mackey keynoted on Teaching Metaliteracy as a Vital Literacy for Today’s Digital World at the Edge consortium’s Annual Teaching with Technology Showcase: Excellence in Action on April 24. This conference was transitioned to a virtual format as a result of the COVID-19 crisis and the presentation includes open resources that are available to faculty and librarians who have transitioned to online and remote teaching during this crisis. The keynote also features adaptable reflective questions about the information we consume, produce, and share at a time when accurate and reliable information is more important than ever. Trudi and Tom were invited to keynote by Nancy Zimmerman, Executive Director for EdgeEvents and Print Communications. Edge is the regional technology partner for colleges and universities in New Jersey. If you have any questions about the slides or would like to continue the conversation let us know!

Metaliteracy Resources for Online or Remote Teaching & Learning

As educators respond to the COVID-19 crisis and transition to online and remote learning, or expand what they are doing at a distance, consider several metaliteracy resources that are adaptable for these purposes. We’ve seen an increase in the use of our MOOCs during these unprecedented times and would like to highlight those resources and other OER that were designed for teaching and learning with metaliteracy:

iSucceed College Success – SUNY OER Services recently launched this expanded College Success course with a new metaliteracy module to prepare students for the college environment. The Metaliteracy Module is adaptable to K-12 and college environments and provides open content, learning objects, videos, and assignments that are adaptable to your educational setting.

Metaliteracy: Empowering Yourself in a Connected World – This was our first Coursera MOOC that introduces metaliteracy and was recently revised with updated content and streamlined to a four-module format.

Empowering Yourself in a Post-Truth World – This Coursera MOOC addresses the challenges of the post-truth world and is especially relevant now that accurate and reliable information is paramount during this global pandemic.

Metaliteracy Digital Badging – All of the content developed for our Metaliteracy Digital Badging system is openly available to apply online and through remote learning.

Metaliteracy Learning Goals and Objectives – This resource is at the heart of metaliteracy and has undergone revisions to address post-truth issues while expanding to include several new translations to address the international interest in metalieracy.

Metaliterate Learner Roles – This diagram features the essential metaliterate learner roles and associated questions that spark reflection and online discussion in multiple disciplines.

Metaliteracy and Your Role as a Metaliterate Learner – This resource also features the learner roles and the four domains of metaliteracy and features reflective questions written and shared by Professor Sally Friedman, University at Albany.

Metaliterate Learner Characteristics – This interactive learning object highlights the characteristics that individuals strive toward as they develop as metaliterate learners.

Metaliterate Learner Characteristics Aligned with the ACRL Framework Dispositions – This open model is ideal for faculty and librarians teaching information literacy with the ACRL Framework while incorporating key elements of metaliteracy.

Metaliteracy YouTube Channel– All of the videos we’ve created for our MOOC projects are openly available in one location via the Metaliteracy Learning Collaborative YouTube Channel.

Additional resources are available through this blog and if you would like to share any open metaliteracy resources that you have developed be sure to let us know.

Take care and be well during this challenging time.

Tom, Trudi, and Kelsey

Knowing Metaliteracy: A reflective digital story of my metaliteracy journey

We thank Mehreen Tahir, Information Commons Librarian at Forman Christian College, for providing this guest posting about Knowing Metaliteracy: A reflective digital story of my metaliteracy journey. Mehreen developed this final project as part of her participation in our Coursera MOOC, Metaliteracy: Empowering Yourself in a Connected World. We invite you to do the same!

Greetings Everyone,

I am excited to share that I have successfully completed the Coursera online course Metaliteracy: Empowering Yourself in a Connected World by The State University of New York (SUNY). Metaliteracy has always been my area of interest and thanks to the instructors Tom Mackey and Trudi Jacobson for developing this course with their colleagues at SUNY. This MOOC experience was an amazing learning opportunity for me to explore the concept of metaliteracy, its various learner roles, Creative Commons licensing, creating digital stories, and much more. 

My digital story is basically a reflective journey of my understanding of the different metaliteracy learner roles and the way I identified them during this course. It helped me in recognizing the roles I have been silently playing in my activities online through different social media platforms, such as Facebook and Instagram on a daily basis, but also urged me to build a creative thinking mechanism to incorporate these roles in the future as well. I feel like developing a sense of being a responsible digital citizen, reflecting upon my own experiences while navigating through these 21st century social media environments. Hoping to learn and explore more in this area.

Thanks,

Mehreen Tahir

New Book about the ACRL Framework Includes Metaliteracy

The new book edited by Heidi Julien, Melissa Gross, and Don Latham The Information Literacy Framework: Case Studies of Successful Implementation, features a Foreword written by Trudi E. Jacobson and a metaliteracy chapter authored by Tom Mackey. Trudi’s perspective as co-chair of the Association of College and Research Libraries (ACRL) task force that developed the ACRL Framework for Information Literacy for Higher Education, informed her Foreword for the book. Trudi noted that: “The chapter authors and editors of this volume have done a great service for librarians and other educators who wold like to expand their understanding of the potential impact and use of the Framework and add to their repertoire of ways for integrating it into their work” (p. xi).

The ACRL Framework was influenced by aspects of metaliteracy and in his chapter entitled “Exploring Metaliterate Learning through the Frames of Information Literacy,” Tom Mackey investigates both models as complementary. In particular, he examines the final project assignment in the metaliteracy MOOC Empowering Yourself in a Post-Truth World as an example of metaliterate learning from the perspective of the six frames of the ACRL Framework. He also argues that “The metacognitive aspect of metaliteracy has been a driver for these projects and suggests the need for further development of this approach in information literacy as well” (p. 217).

This new book, published by Rowman & Littlefield, includes 18 different case studies from librarians and faculty members who have experience applying the ACRL Framework in practice. Take a look at the range of the chapters–you are certain to find some pertinent to your interests!