At the invitation of Dr. Jako Olivier, UNESCO Chair on Multimodal Learning and OER and Professor in Multimodal Learning at North-West University in South Africa, Tom Mackey and Trudi Jacobson presented a Prestige Lecture entitled Exploring the Foundation of Metaliteracy in Theory and Practice at the Potchefstroom Campus on September 19, 2019. This collaborative lecture set the stage for two workshops with librarians, faculty and staff during the same week. All three events were presented in advance of the International Conference on Information Literacy (ICIL) at North-West University in Vanderbijlpark. Trudi and Tom both presented individual keynotes at ICIL as well as one additional collaborative presentation.
Two Metaliteracy MOOCs are now available for registration via the Coursera platform. First, our original Coursera MOOC Metaliteracy: Empowering Yourself in a Connected World has been streamlined and enhanced with new video content, resources, and learning activities. Learners will be introduced to the metaliteracy model, learn about copyright, intellectual property, and open-licensing through the Creative Commons, and explore digital storytelling as a creative form of information production. By the end of this MOOC, learners will see themselves as content creators and develop a digital artifact or story of their own. Registration for this MOOC is open now for launch on October 14, 2019.
Second, the recently revised Empowering Yourself in a Post-Truth World MOOC is being offered on Coursera for the first time. Registration is open now for immediate launch. This course explores a wide range of issues related to the post-truth world and empowers learners to think about the role of experts in society, examine false representations in constructed media, reflect on their own biases, and explore ways to build collaborative communities of trust and reinvent a truthful world. Learners will be empowered to raise and share their own voice by creating a digital response to the post-truth world.
Both MOOCs provide dynamic video content, updated links to open readings and resources, discussions, and interactive learning activities. The MOOCs can be explored independently, or in sequence (if new to both MOOCs, you may want to start with the Connected World and move to Post-Truth World, but either sequence is fine). These updated resources are available to teachers, students, librarians, administrators, and lifelong learners interested in applying metaliteracy to a variety of teaching and learning situations and/or everyday life. Metaliteracy supports reflective learning and the active production of new knowledge in collaborative communities.
We welcome this latest guest post from Jamie Witman, Online Learning Librarian and Liaison to the School of Technology, Art, and Design at the Community College of Baltimore County.
Confirmation Bias: Escaping Our Boundaries
by Jamie Witman
As a librarian, the topic of confirmation bias comes up in every library instruction session I and my colleagues teach. The conversations I have with students in regard to evaluating information sources generally revolve around the bias that we inherently
have about certain topics and publishers, as well as the bias that those specific publishers project. This course allowed me to think deeply about how to incorporate the metaliterate domains and roles into my teaching so I can provide students with the skills needed to push beyond their comfort zone and combat confirmation bias.
The webpage itself is intended for librarians and faculty colleagues looking for a new approach to teaching confirmation bias using the four different domains of metaliterate learning: affective, behavioral, cognitive, and metacognitive. Throughout the MOOC, we read, learned, and discussed how each of these domains plays a role in how we seek, process, and use information critically.
Typically, confirmation bias is associated with the affective domain, our emotional cortex of learning. Confirmation bias relies so heavily on our deeply held beliefs that we seek out information that reaffirms our views, while disregarding information that may actually be more accurate. It is easy to see how the affective domain governs this type of thinking, but the other three domains are equally powerful in providing us with ways to think about, understand, and combat confirmation bias. By drawing out all four individual domains on my webpage, and their relationships with confirmation bias, I hope to provide my colleagues with a new and innovative pedagogical method of approaching this topic that will allow our students to escape their own boundaries in information seeking.
I hope to be able to build upon this concept and continue to incorporate the metaliterate domains and roles into my teaching to help my students grow as critical information seekers and users in the post-truth world.