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!

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.