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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Metaliteracy Featured as part of ICDE 2017 Panel in Toronto

Members of the Metaliteracy Learning Collaborative participated in the ICDE World Conference for Online Learning Teaching in a Digital Age– Re-thinking Teaching & Learning on Wednesday October 18, 2017. Tom Mackey attended in person and Kelsey O’Brien participated virtually via ZOOM based on a presentation that included contributions from Michele Forte and Trudi Jacobson.

The presentation, entitled Designing for Connectedness and Openness: Advancing Metaliterate Learning through MOOCs and Digital Badging, explored outcomes from the recent paper published by this team in Open Praxis.

Panel presentation at the ICDE World ConferenceThe ICDE 2017 panel presentation was included in the session Badges and Alternative Credentials for Learning and also included Wayne Mackintosh, UNESCO – ICDE Chair in Open Educational Resources, OER Foundation, Burt Lo, Director II of Digital Curriculum & Instructional Technology, Stanislaus County Office of Education, and Alexandra Pickett, Director, Center for Online Teaching Excellence, Open SUNY, State University of New York (SUNY).

New Metaliteracy Article Published in Open Praxis

Members of the Metaliteracy Learning Collaborative have published a new article in the international peer-reviewed journal Open Praxis. Kelsey O’Brien, Michele Forte, Tom Mackey and Trudi Jacobson co-authored Metaliteracy as a Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas.

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Open Praxis 2017

Open Praxis is an open access journal that is published by the International Council for Open and Distance Education (ICDE). This new research article examines the pedagogical dimensions of metaliteracy in three different MOOC environments, including the original connectivist Metaliteracy MOOC, followed by our Coursera MOOC Empowering Yourself in a Connected World, and the Canvas version, which integrates digital badging,  Empowering Yourself as a Digital Citizen. Metaliteracy is examined in relation to connectivism as a pedagogical model for the development of learner-centered MOOCs that provide the necessary supports for success. We welcome feedback about this new collaborative essay and invite knowledge sharing related to your own MOOC journeys as either teacher or learner.

Metaliteracy Explored at Temple University

As part of the GenEd Faculty Assembly sponsored by the General Education Program at Temple University, Trudi Jacobson and Tom Mackey facilitated a presentation and workshop entitled Metaliteracy and the Participatory Role of Learners in Today’s Social Information EnvironmentThe librarians at Temple University’s Samuel Paley Library facilitated the afternoon breakout sessions (after the eclipse) with faculty from a wide range of disciplines based on the ideas explored during the metaliteracy presentation. The discussion questions are available in this slide deck and could be applied in a variety of settings to spark similar conversations.

Metaliteracy Keynote Now Online

The recent metaliteracy presentation entitled Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners by Tom Mackey and Trudi Jacobson for an audience at the University of Puerto Rico is now available online. In addition to the PowerPoint slides below, the second half of the presentation was recorded and is available for view via ZOOM in video and audio formats. Thanks to the wonderful audience that participated in this conversation and asked excellent questions!

Metaliteracy Featured at the University of Puerto Rico’s Mobile Learning Week Event

Metaliteracy 2Tom Mackey and Trudi Jacobson have been invited to present a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explore the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted? Do learners know how to differentiate between what is real and what is fake in these environments? And do learners fully appreciate the importance of critical thinking and contributing as active and original producers of information, beyond posting selfies via mobile phones? How do learners bridge their free-flowing access to information via social media and mobile devices with the academic resources available in the library? How do learners make meaning from these different sources of information to advance their participatory roles as researchers and scholars? Metaliteracy is a model for understanding how information is produced and shared collaboratively in networked social spaces. The metaliterate learner is metacognitive, a critical consumer of information and an informed producer of digital media. The metaliterate learner adapts to changing technologies and always brings a critical and reflective sensibility to these experiences, asking good questions and being open to multiple perspectives.

Our approach to metaliteracy in practice is informed by several projects developed by the Metaliteracy Learning Collaborative, including a competency-based digital badging system and three Massive Open Online Courses (MOOCs). This presentation will examine the Metaliteracy Learning Goals and Objectives that inform these projects as a flexible, adaptable, and evolving resource. In addition, the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education will be introduced and explained. The information environment that compels us to move beyond the Standards is the one that spurred our development of metaliteracy. Indeed, one of the underpinning elements of the Framework is metaliteracy. This connection, as well as the threshold concept structure, will be explored in detail.

We appreciate the invitation to present from Ana I. Medina Hernández, MIS, Coordinadora Red Graduada, Decanato de Estudios Graduados e Investigación and Rossana I. Barrios Llorens, MIS, CLA, Head Librarian Serials and e-Access Department, Conrado F. Asenjo Library, University of Puerto Rico Medical Sciences Campus.

Metaliteracy Takes On Fake News

In an essay for The Conversation, entitled How we can learn to reject fake news in the digital world? Tom Mackey and Trudi Jacobson describe ways to challenge fake news through metaliteracy. The spread of fake news across social media presents us all with a reality check about the danger of deception in these spaces. As the authors describe in the article, fake news stories that appear to be easily accepted by online users is a problem that warrants a strong educational response through focused metaliterate teaching and learning. The same approaches outlined in the article address concerns about misinformation that is created and shared online as well. Several of metaliteracy’s learning goals and objectives speak directly to the situation we find ourselves in with a proliferation of fake news and misinformation online.

The response to the essay has been tremendous, leading to an interview with Tom and Trudi by reporter Torie Wells from 6CBSNews for the TV news story Facebook preparing to flag fake news stories. According to stats provided by The Conversation, the article has had over 7,000 readers to date, with 796 Facebook shares, 115 tweets, and 143 shares via LinkedIn. The article has been published by the Associated Press, Government Technology, and newspapers across the country, including the Albany Times Union, Houston Chronicle, SFGate, and Seattle Post-Intelligencer, among others.

Last year, Jacobson and Mackey wrote an article for The Conversation about how to protect ourselves online from those annoying ads that follow us around while surfing the Web. The authors said that becoming meta-literate in today’s social media world prepares us to think critically about the sites we visit online and to develop smart search strategies that protect our identity. This latest piece about fake news is an extension of that work, applying metaliteracy to real world practice.