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.

On-Demand Version of Coursera Metaliteracy MOOC Launches in December 2016!

We are set to launch an on-demand version of our Cousera Metaliteracy MOOC entitled Metaliteracy: Empowering Yourself in a Connected World in December 2016! If you missed this MOOC the first time around or would like to discover this course for your own learning or as a resource for instruction, register now for this on-demand version taught by  Tom Mackey, Trudi Jacobson, Kelsey O’Brien, Michele Forte, and Allyson Kaczmarek.  This course will provide a dynamic exploration of metaliteracy through videos, animations, interviews, readings, and digital images, all developed by members of the metaliteracy learning collaborative from two schools within the State University of New York (SUNY), The University at Albany and Empire State College. Learners will participate in peer assessments and contribute to online discussions related to such topics as the metaliteracy model, creating and sharing information, understanding intellectual property and the ethical use of information, understanding how information is packaged and shared, participating as a global contributor, creating and curating information, and developing metacognitive reflection.  While this course is focused primarily on metaliteracy, learners and teachers should also explore this MOOC as a way to support information literacy and related literacies such as digital literacy and media literacy.  Register now for our December launch. Special thanks to Kelsey O’Brien for working closely with Coursera and our UAlbany/ESC team to transition the first version of this course into the on-demand format!

 

Metaliteracy in Practice Book Published!

MackeyMIP_300We are thrilled that our new edited book Metaliteracy in Practice (right) was published this week by ALA Neal-Schuman! This book is the follow up to our co-authored book Metaliteracy: Reinventing Information Literacy to Empower Learners (2014).  The new book features 9 chapters from faculty and librarians who have been applying metaliteracy in their teaching practices.  We really enjoyed the chance to work with such outstanding chapter authors on this project, representing a variety of institutions, including: Keene State College, Washington College, University of South Africa, SUNY College at Brockport, and the University of Scranton. The authors explore metaliteracy practices related to social media pedagogy, the politics of information, nursing education, open and collaborative learning, student empowerment, and learner agency.  In addition, ACRL’s Framework for Information Literacy for Higher Education is examined in relation to metaliteracy in several of the chapters.  The book’s Foreword was written by Alison J. Head, Ph.D., Executive Director, Project Information Literacy (PIL), Principal Research Scientist, The Information School, University of Washington, and Faculty Associate, Berkman Center for Internet & Society, Harvard University. We appreciate all of the support we received from everyone at ALA Neal-Schuman and we must say that we absolutely love the cover!  -Trudi and Tom

Metaliteracy in Practice: Sneak Peak #3

Barbara J. D’Angelo and Barry M. Maid of Arizona State University give you a glimpse into their chapter in the forthcoming book.

Metaliteracy Learning of RN to BSN Students: A Fusion of Disciplinary Values and Discourses

Library and Information Science and Writing Studies share a long-standing collaborative partnership in higher education. The connection often is articulated or manifested in first year composition courses, particularly the second semester composition course focused on research (commonly known as English 102 or Composition II). However, research and communication, including written communication, also are important to disciplinary discourses. Nurses, in particular, exist within sophisticated information environments in which work takes place in interdisciplinary teams ranging from medical personnel, pharmacists, home health care workers, social workers, patients, and more. For undergraduate nursing education, the importance of research and communication practices can be seen in two of nursing’s disciplinary documents related to undergraduate education: The Essentials of Baccalaureate Education for Professional Nursing Practice and in Core Competencies for Interprofessional Collaboration.

In this chapter we report on the development of a discipline-specific writing and research course, Writing for Healthcare Management, for nursing majors in the online RN-BSN degree program at Arizona State University. The course focuses on developing students’ professional writing and information abilities in a way that reflects concepts underpinning metaliteracy. The course facilitates critical thinking and collaborative practices needed for both the consumption and production of knowledge. The chapter describes the development of the course and assignments, and how metaliteracy aligns with disciplinary writing outcomes. In addition, the results of a small scale study that analyzed student work is presented to show how the course meets metaliteracy goals and learning objectives. The chapter contributes an example of a “meta” approach to course design and a model of a contextual approach to fusing multiple “literacies” and “outcomes or objectives” through valuing shared responsibility and accountability for student achievement and transfer of knowledge. While this chapter concentrates on a course in one discipline, nursing, the methods used are transferable to research and communication courses in other disciplines.

 

Can’t seem to stop those ads following you around? Why not become ‘metaliterate’?

The Conversation, an online news and opinion site that describes its content as having “academic rigor, journalistic flair,” has met Metaliteracy! First, a bit about The Conversation, for those who may not be familiar with it.

“The Conversation is a collaboration between editors and academics to provide informed news analysis and commentary that’s free to read and republish.”

They describe their mission:

“Access to independent, high-quality, authenticated, explanatory journalism underpins a functioning democracy. Our aim is to allow for better understanding of current affairs and complex issues. And hopefully allow for a better quality of public discourse and conversations.”

They began in Australia, and now have UK, US, and African editions as well.

We were intrigued by the model followed by The Conversation, with the opportunity to share metaliteracy more broadly, and in an open environment. We worked with the outstanding Education Editor, Kalpana Jain, to turn our ideas for a piece into Can’t seem to stop those ads following you around? Why not become ‘metaliterate’?, published on August 7 in the US and Australian editions. Rather than recapping the contents here, we encourage you to take a look at the article, and also the site.  If you fit their criteria for being an author, you might also want to share your expertise with readers of The Conversation!

Metaliteracy Presentation at COIL Conference in NYC

Three members of the Metaliteracy Learning Collaborative presented at the 7th SUNY COIL Conference in New York City in March 2015. Tom Mackey, Michele Forte, and Kathleen Stone presented: Empowering Yourself in a Connected World: Designing an Open SUNY Coursera Course for a Global Audience.  This presentation examined our initial observations of the collaboratively developed and facilitated Coursera MOOC Empowering Yourself in a Connected World with a particular emphasis on the global reach of this learning environment. If you attended the conference or just discovered the presentation now, let us know what you think with a reply to this posting!

Metaliteracy eCourse offered by ALA in January 2015

Trudi Jacobson and Tom Mackey will co-facilitate a new eCourse for ALA starting on January 5, 2015.  This 4-week course entitled Metaliteracy: Reinventing Information Literacy to Empower Learners is based on their new co-authored book about Metaliteracy.  Detailed information about the eCourse, including learning objectives and the course outline, is also available via the ALA Press Release.  This asynchronous course will feature optional weekly sessions via synchronous web conferencing with both authors.  The course includes video introductions recorded by Trudi and Tom at the TV Studio at SUNY Empire State College: Metaliteracy eCourse Introductory Video