Metaliteracy Examined in HigherEdJobs Leadership Publication

HEJ_Logo_2cTrudi Jacobson and Tom Mackey co-authored a feature article entitled Why You Should Fight for Metaliteracy on Your Campus for the HigherEdJobs leadership newsletter. This publication is sent to approximately 40,000 subscribers at the executive level, including presidents, provosts, and deans. The article was written to support all educators interested in applying metaliteracy in a wide range of disciplines and institutional contexts to advance metaliterate learning. As Jacobson and Mackey (2018) argue in this new essay:

Metaliteracy provides a model for thinking and knowing in a social media age that is fraught with misleading and downright false information from a wide range of questionable sources. Metaliterate learners are developed across many academic disciplines through teaching and learning situations that promote self-direction, collaboration, participation, and metacognitive thinking. This approach requires us to work together and innovate, applying the metaliteracy goals and learning objectives, and supporting institutional partnerships among key stakeholders such as faculty, librarians, and instructional designers.

As noted in this essay, collaborative conversations among key stakeholders at the campus level are ideal to advance metaliteracy initiatives. If you have questions about how to get these conversations started or to share innovative programs already in place, feel free to reach out directly to Trudi Jacobson at tjacobson@albany.edu or Tom Mackey at Tom.Mackey@esc.edu.

Metaliteracy Featured in Discussion about Teens and False Information

In a program sponsored by the Albany Public Library, metaliteracy was discussed in a panel about Fake News and Real Teens: Problems and Possibility on Sunday, November 4. The event celebrated the start of Media Literacy Week and featured panelists Tom Mackey, Professor of Arts and Media, SUNY Empire State College, Amanda FriesTimes Union reporter, and Heather Kovar, CBS News anchor and reporter. This conversation among journalists, educators, and members of the local community explored how to deal with and arrive at solutions for false and misleading information online. Students from Youth FX, an Albany-based media arts program that empowers young people to produce digital films and media arts, also participated in the discussion and provided excellent insights throughout the event. Metaliteracy was examined as one of the ways to address the challenges of the post-truth world, a theme consistent with the forthcoming book by Mackey & Jacobson for ALA Publishing entitled Metaliterate Learning for the Post Truth World.

 

SUNY IITG Awarded to Support a New Metaliteracy MOOC on Post-Truth World

SUNY IITG LogoThe Metaliteracy Learning Collaborative has been awarded a top tier $60,000 Innovative Instruction Technology Grant (IITG) to develop a new metaliteracy MOOC, Empowering Yourself in a Post-Truth World. This new Open EdX MOOC builds on the themes examined in the forthcoming book edited by Tom Mackey and Trudi Jacobson for ALA Publishing entitled Metaliterate Learning for the Post Truth World. This freely available learning environment will provide instructional resources for global educators and learners to explore the complex set of issues related to the post-truth world, including confirmation bias, false and misleading information in textual and visual forms, the changing understanding of expertise, as well as concerns about privacy, security, and safety in online environments. The Open EdX MOOC will be developed from a metaliteracy perspective to advance strategies for success that ultimately empower metaliterate learners to apply metacognitive reflection, promote collaboration, support active participation, and build communities of trust.

As part of this Open EdX MOOC SUNY Empire State College will offer a for-credit version of Empowering Yourself in a Post-Truth World that incorporates the Open EdX MOOC into the learning experience. Tom Mackey’s DIGA-3996-01 Special Topics: Empowering Yourself in a Post-Truth World is a 4-credit fully online course that will also be available as a face-to-face seminar-style group study at the Empire State College location at 21 British American Boulevard in Latham, New York. This special topics course will be offered in January 2019 at SUNY Empire State College and will prepare learners to successfully complete the Open EdX MOOC, which launches in March 2019.

Principal Investigators for this IITG project are Tom Mackey, Professor of Arts and Media at SUNY Empire State College and Trudi Jacobson, Distinguished Librarian and The University at Albany. Co-Principal Investigators include Kelsey O’Brien, information literacy librarian at UAlbany, Christine Paige, director of instructional design at SUNY Empire. The team also includes content developers Nicola Allain, Lisa Stephens, Thomas Palmer, Christine Fena, and Allison Hosier, as well as Videographer David Dickinson, and Instructional Designer Alena Rodick.

The new Open EdX MOOC builds on the three previous metaliteracy MOOCs developed by the Metaliteracy Learning Collaborative, and examined in the Open Praxis essay Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Empowering Yourself in a Post-Truth World will feature videos, multimedia, and interactive learning activities that support reflection, collaboration, and participation while applying the metaliteracy learning characteristics and advancing the metaliteracy learner roles to address the challenges of the post-truth society. This project will also expand the metaliteracy digital badging system to apply similar themes.

 

 

 

Metaliterate Learning for the Post-Truth World to be Published this Fall!

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Metaliterate Learning for the Post-Truth World

The forthcoming metaliteracy book Metalierate Learning for the Post-Truth World, edited by Thomas Mackey and Trudi Jacobson will be published in spring 2019. Metaliteracy is a pedagogical model for ensuring that learners successfully participate in collaborative information environments, including social media and online communities. Today’s post-truth world requires learners to ethically produce and share information while checking their own biases, and critically evaluating the proliferation of false or misleading information, unfiltered content, and outright denialism of facts. Indeed, it is clearly evident that the competencies, knowledge, and attributes of metaliterate individuals are critical for grappling with the post-truth era. Metaliteracy supports reflective learning through metacognitive thinking, the ethical production of new knowledge, the critical consumption of information, and the responsible sharing of verifiable content across media platforms. Through metaliteracy, learners are envisioned as teachers in collaborative social spaces. This book examines the newest version of the Metaliteracy Goals and Learning Objectives, including the four domains of metaliterate learning. Several chapter authors explore the relationship between metaliteracy and the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education.

This new metaliteracy book includes a Foreword written by Troy Swanson, MLIS, Ph.D., Department Chair Library Services, Moraine Valley Community College and features persuasive contributions from information literacy instructors, librarians, and disciplinary faculty. All of the chapter authors present effective methods for advancing metaliterate learning in the post-truth world, exploring such relevant topics as:

Theory

  • Strategies for empowering metaliterate learners through the newly developed metaliterate learner characteristics and revised Metaliteracy Goals and Learning Objectives in the framing chapter by Thomas P. Mackey, Ph.D., Professor in the Department of Arts and Media at SUNY Empire State College
  • Documentation as an expanded dimension of the metaliteracy model to reinforce ethical and responsible information practices examined by Marc Kosciejew, M.L.I.S., Ph.D., Faculty of Media and Knowledge Sciences in the Department of Library, Information, and Archive Sciences, University of Malta
  • Inoculation theory as a way to build resistance to influence in the post-truth world theorized by Josh Compton, Ph.D., from the Institute for Writing and Rhetoric at Dartmouth College
  • Scientific literacy enhanced as a holistic learning strategy through metaliteracy examined by Allison B. Brungard, M.L.I.S., from Slippery Rock University and Kristin M. Klucevsek, Ph.D., from Duquesne University
  • The synergistic relationship between text and image in photojournalism analyzed by Thomas Palmer, M.S., Digital Media Lecturer from the University at Albany, SUNY, and Editorial Design Director / News Editor at the Times Union newspaper

Practice

  • The role of LIS professionals in supporting metaliterate learning and the ACRL Framework in a chapter co-authored by Nicole A. Cooke, Ph.D., M.Ed., M.L.S., and Rachel Magee, Ph.D., M.A., from the University of Illinois
  • Teaching students to be wrong through lessons designed with metaliteracy and the ACRL Framework in a freshman seminar developed and taught by Allison Hosier, M.S.I.S., Information Literacy Librarian, at the University at Albany, SUNY
  • Developing metaliterate learners as analytical readers and writers through genre analysis and fictionality in first-year writing instruction as described by Jaclyn Partyka, Ph.D., in the English Department at Temple University.
  • Incorporating Poetic Ethnograpy and digital storytelling based on poetic narratives from neighborhoods in Philadelphia in the closing chapter by Kimmika L. H. Williams-Witherspoon, Ph.D., Associate Professor in the Department of Theater at Temple University

Metaliteracy is an empowering pedagogical model for preparing learners to be ethical and responsible participants in today’s divisive information environment. This new book showcases several teaching and learning theories and practices that have already proven effective and are certain to inspire new ideas. Metaliterate Learning for the Post-Truth World builds on the two previous metaliteracy books Metaliteracy in Practice (2016) and Metaliteracy: Reinventing Information Literacy to Empower Learners (2014).

Recording of Metaliteracy Presentation at LSU Now Available Online

The recent presentation by Trudi Jacobson and Tom Mackey at LSU entitled Teaching Metaliteracy in a Post-Truth World is now available online via YouTube. If you have any follow-up questions or comments be sure to contact us.

Thanks to Dr. Carol L. Barry, Director of the School of Library & Information Science, and everyone at LSU, for welcoming us to campus as part of the College of Human Sciences and Education’s Quality of Life Lecture Series. Special thanks to Dr. Edward Benoit III, Assistant Professor from the School of Library & Information Science, for working with his team on producing the video.

Metaliteracy Keynote at ELES 2017 in Guadalajara, México

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Trudi Jacobson and Tom Mackey at ELES 2017

Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at this year’s ELES 2017 at the University of Guadalajara, México. This year’s Second Encounter of Reading in Higher Education focused on the theme Literacy and everyday life, and took place on November 23, 24 and 25 in Guadalajara Jalisco, México. The conference featured experts from around the world, including Yolanda Gayol, Peter Smagorinsky, Enrico Bocciolesi, and Felipe Garrido. The conference was held in association with the 2017 Guadalajara International Book Fair, the second largest book fair in the world.

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Tom and Trudi at the University of Guadalajara’s public library

Metaliteracy: Reflective and Empowered Lifelong Learning, Tom and Trudi’s keynote, defined metaliteracy as a lifelong learning practice, and how it complements/extends literacy. The presentation also explored the applicability of the learning goals and objectives, and discussed the metaliteracy learning projects, including the competency based digital badging system and three MOOCs. In addition to the presentation, Tom’s and Trudi co-authored a paper for the conference proceedings.

Advancing Metaliteracy: A Celebration of UNESCO’s Global Media and Information Literacy Week

Trudi Jacobson and Tom Mackey wrote this piece at the invitation of Facet Publishing to celebrate UNESCO’s Global Media and Information Literacy Week. This posting “Advancing Metaliteracy” presents an analysis of the Metaliterate Learner figure within the context of today’s Post-Truth World. Feel free to respond to the ideas presented in the original blog posting or the reposting that appears here at Metaliteracy.org.

 

Facet Publishing

Guest post by Trudi E. Jacobson and Thomas P. Mackey, co-editors of Metaliteracy in Practice and co-authors of Metaliteracy

nathaniel-shuman-396960.jpg Photo by Nathaniel Shuman on Unsplash

In the past year, the term “fake news” first began to be used broadly, as part of the immediate media analysis and critique of the way false information easily circulated during the 2016 Presidential Election. Previously, fake news referred to made-up or distorted news, as evident in the kind of comedy routines we see on TV or read about in satirical publications, either in print or online. But soon thereafter, the term fake news itself was appropriated in a new and more cynical way to attack prominent news sources that countered in any way the narrative of “alternative facts” being presented. Welcome to the “post-truth era” and one of the many literacy challenges we face in today’s connected world. The term “Post-truth” was the topic…

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