New Metaliteracy Article Published in C&RL News

Are you embracing and advocating for metaliteracy?

Read the new article by Valerie J. Hill and Thomas P. Mackey published in College & Research Libraries News entitled Embracing Metaliteracy: Metamodern libraries and virtual learning communities to explore the benefits of engaging with metaliteracy in today’s fractured information environment. This essay explores the theory of metamodernism and virtual library communities through the lens of metaliteracy. According to Hill and Mackey:

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.

Metaliteracy: Engaging Students Through Assessment as Learning

Profs. Trudi Jacobson and Tom Mackey delivered the keynote address entitled Metaliteracy: Engaging Students through Assessment as Learning at the Second Virtual Training Session 4th National Meeting of Information Literacy Competencies. This virtual event was hosted by the University of Puerto Rico in February and the presentation is now available as a recording on YouTube.

This presentation explores both the theory and practice of metaliteracy with a particular emphasis on assessment as learning. The following topics are covered:

  • Engaging Students in Learning
    • Developing a Metaliterate Mindset
  • Metaliteracy and Open Learning
  • Metaliteracy and Assessment
  • Integrating Assessment through Metaliteracy in Your Setting

In addition to the recording, feel free to explore the slide deck for ideas about ways to apply metaliteracy to your own teaching strategies.

We welcome any feedback or ideas that you have and when you adapt one of these techniques to your own setting let us know!

Trudi and Tom

New Metaliteracy Book to be Published in Summer 2021

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. 

(https://www.alastore.ala.org/mlitproducers)

We are excited to announce the forthcoming publication of our next book and will provide updates via Metaliteracy.org as we get closer to the publication date so stay tuned!

Best,

Tom and Trudi

New Metaliterate Learner Characteristics Video

A new video illustrating the metaliterate learner characteristics has been added to the Metaliteracy YouTube channel. The video completes a series that introduces the core metaliteracy components, including the learning domains, learner roles and characteristics.

Metaliterate Learner Characteristics CC-BY The Metaliteracy Learning Collaborative

The videos depict metaliterate learning in action: a learner considers the impact of the affective domain when seeking information on a topic about which they are particularly passionate (and perhaps biased); a metaliterate author creates a digital story that ethically incorporates repurposed content; and civic-minded citizens work together to create trusting online spaces by developing and enacting community guidelines. The examples in the videos, by no means exhaustive, encourage self-reflection as viewers contemplate the roles, characteristics, and domains they employ as metaliterate learners. The videos also emphasize that metaliterate learning is a continual, reflective process and prompt learners to consider the aspects with which they identify as well as those toward which they aspire.

Do you have ideas for how you might incorporate these resources into your teaching? Please feel free to embed the videos into your lessons and tell us about it in the comments! We’d love to know more about your ideas and practices.

Metaliteracy Keynote at the University of Puerto Rico Virtual Event

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

Virtual Conference Features Metaliteracy Keynote

A new metaliteracy keynote entitled The Role of Metaliteracy in Designing Open Learning Initiatives was presented by Profs. Tom Mackey and Trudi Jacobson at the virtual conference Intercultural Perspectives on Information Literacy on January 30, 2021. This international event is an outcome of the “Intercultural perspectives on Information Literacy” project led by Prof. Dr. Joachim Griesbaum from Hildesheim University, Germany. This international collaboration connects the Department for Information Science and Natural Language Processing, Hildesheim University Germany and Symbiosis College of Arts and Commerce, Pune, India. The conference YouTube Channel features recorded sessions, including the keynote.

This new presentation addresses today’s fractured information environment and how metaliteracy can be applied in these challenging times. Trudi and Tom talk about ways to rebuild trust in these environments through metaliteracy and to share ideas about how to design open learning initiatives with this model.

New Metaliteracy Resource with Reflective Guiding Questions

With this post, Tom and Trudi would like to welcome Kelsey O’Brien, a key member of the Metaliteracy Learning Collaborative, as a regular contributor of blog posts with us. Kelsey’s contributions to metaliteracy have involved the creation of a number of videos, the enhancement of visual models as evidenced by the one featured in this post, participation in creating metaliteracy learning resources including the iSucceed module (#11) and collaborating with us on the MOOCs Metaliteracy: Empowering Yourself in a Connected World and Empowering Yourself in a Post-Truth World, and her expert oversight of the digital badging content. Kelsey is an Information Literacy Librarian at the University at Albany, SUNY.

A new integrated metaliteracy figure combines three core metaliteracy components: the four learning domains, the learner characteristics, and the learner roles. Each of the components in this interactive resource features a set of guiding questions that help learners reflect on their own developing characteristics and roles. The questions are designated with their associated learning domains, highlighting the multi-faceted nature of metaliterate learning and encouraging learners to consider how they embody the domains and characteristics in their roles as participants, producers, collaborators, and teachers.

Consider the rings of the diagram as able to spin, so that the combinations of domains, roles and characteristics are changeable, as they are in real life. These essential elements are reinforced by the goals and learning objectives that constitute the fourth component of the metaliteracy framework. Click on the elements in the figure for guiding questions connected to each learning domain, characteristic, and learner role (or download the Integrated Metaliterate Learner Figure with Guiding Questions as a PDF).

Integrated Metaliterate Learner Figure  (Mackey & Jacobson, Metaliteracy in a Connected World: Developing Learners as Producers, 2021) (Figure design by Kelsey O’Brien using Genially)

This figure will appear in the book, Metaliteracy in a Connected World: Developing Learners as Producers, co-authored by Tom and Trudi, due out from Neal-Schuman/ALA Editions in later 2021.

Metaliteracy Featured in Two New Articles in Communications in Information Literacy

The latest issue of Communications in Information Literacy (CIL) features two new articles that focus on metaliteracy.

In the Perspectives section, Trudi E. Jacobson contributes her essay entitled Analyzing Information Sources Through the Lens of the ACRL Framework: A Case Study of Wikipedia. Trudi’s article starts a conversation about the six frames of the ACRL Framework for Information Literacy for Higher Education as explored in relation to Wikipedia and through the lens of metaliteracy. As Jacobson (2020) argues:

There are a number of components in Wikipedia that align with the Framework, suggesting that an analysis of Wikipedia might serve as a contained but rich case study of how the Framework can serve as a construct whose utility extends beyond individuals’ information literacy understanding and progress. Individual frames shed light on this resource, and metaliteracy, which influenced the Framework, highlights additional elements of Wikipedia, particularly as an immersive teaching tool.

(Jacobson, p. 374).

The Innovative Practices section of CIL features a new article by Tom Mackey entitled Embedding Metaliteracy in the Design of a Post-Truth MOOC: Building Communities of Trust. Tom’s contribution provides a descriptive analysis of the grant-funded Coursera MOOC Empowering Yourself in a Post-Truth World based on the metaliteracy framework and one of the key themes to emerge from the project related to building communities of trust. As Mackey (2020) argues:

This descriptive analysis of the Empowering Yourself in a Post-Truth World MOOC shows how metaliteracy is embedded in the course to prepare learners as informed consumers and ethical producers of information. Participants gain insights about their affective responses to information by reflecting on their preconceptions and conducting research to create a digital artifact. The course-specific learning outcomes in each module are based on the metaliteracy goals and learning objectives and associated components such as the learner roles, learning domains, and characteristics.

(Mackey, p. 357)

We welcome your feedback about these new metaliteracy articles and look forward to being in dialogue with you in 2021!

Happy Holidays and Happy New Year!

Tom and Trudi

Metaliterate 9th-Grade Learners Take a Stand Against Misinformation

A recent panel presentation by the Metaliteracy Learning Collaborative supports students in a Pathways in Technology (PTECH) Early College High School who are working on a Public Service Announcement (PSA) project related to misinformation. If you are interested in applying metaliteracy to your teaching practices, check out this interactive presentation and associated breakout sessions entitled Metaliterate Learners Take a Stand Against Misinformation. This model for applying metaliteracy in a problem-based learning scenario was developed by Tom Mackey from SUNY Empire State College, in collaboration with Trudi Jacobson, and Kelsey O’Brien from the University at Albany. Sandra Barkevich, Business and Career Explorations Instructor at HFM Pathways in Technology Early College High School (PTECH) invited the Metaliteracy Learning Collaborative to develop this interactive presentation. During this session, metaliteracy was introduced to reinforce the learner as producer role that the students take on as collaborative creators of PSA’s about misinformation.

During this session, the students and teachers were introduced to the core components of metaliteracy (roles, domains, characteristics, goals and learning objectives) and were then organized into three different breakout sessions. The organization of the breakouts was based on three of the components (roles, characteristics, goals and learning objectives). Members of each group also engaged with the learning domains as they thought about next steps for their project, what would be required of them, and how awareness of these domains might be used to enhance both their learning and their work. The students applied what they learned about these metaliteracy principles during the small group activities which included interactive surveys and an interactive padlet where each group shared one big takeaway.

We really enjoyed working with the 9th graders as they engaged with these metaliteracy ideas and look forward to the development of their PSAs! If you have any questions about this presentation and how to apply it to your pre-college or higher education setting, feel free to reach out to us at any time!

Tom, Trudi, & Kelsey

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!