A course taught this spring at the University at Albany blended an opportunity to learn about metaliteracy and information literacy with a very public-facing assignment: writing for Wikipedia. The course, Information Literacy for the Humanities and Fine Arts, participated in the Wiki Education program. Students had the opportunity to put many of the metaliteracy learning objectives and information literacy frames into practice in a way that brought them alive. More detailed information, including student reactions, can be found in a post on the Wiki Education blog.
Registration is now open for Empowering Yourself in a Post-Truth World, a new Open edX MOOC developed by colleagues from SUNY Albany and SUNY Empire State College who work together as part of the Metaliteracy Learning Collaborative. This six-week Open edX MOOC starts on March 18, 2019, so register today! The course examines how to address post-truth challenges through the lens of metaliteracy while exploring ways to rebuild communities of trust. The content of the course is informed by the new book published by Tom Mackey and Trudi Jacobson for ALA-Neal Schuman, Metaliterate Learning for the Post-Truth World. The MOOC is supported by a SUNY Innovative Instruction Technology Grant and is hosted by the University at Buffalo, College of Arts and Sciences Continuing Education.
The instructors for the course include Tom Mackey, Trudi Jacobson, Kelsey O’Brien, Tom Palmer, Lisa Stephens, Christine Fena, Allison Hosier, and Nicola Marae Allain. In addition to the instructors, we worked with a team that included Alena Roddick (Instructional Designer), John Hughes (Videographer), David Dickinson (Videographer), and Christine Paige (Project Manager). Thanks to Jay Stockslader, Director of Continuing Education at the University of Buffalo for supporting our MOOC on Open EdX. Check out the promo video below created by Kelsey O’Brien and register now!
The new metaliteracy book edited by Tom Mackey and Trudi Jacobson, Metaliterate Learning for the Post-Truth World, has been published by ALA Neal Schuman. This timely volume addresses the profound challenges of the post-truth world through the exploration of metaliteracy theory and practice from multiple disciplinary perspectives. An excerpt from the new book features the Foreword, written by Troy Swanson, MLIS, Ph.D., Department Chair Library Services, Moraine Valley Community College, the book’s Table of Contents, with the titles and authors of all nine chapters, and a snippet of the first chapter Empowering Metaliterate Learners for the Post-Truth World, by Tom Mackey. This framing chapter examines the emergence of post-truth terminology, explores several of the related issues that define post-truth circumstances, such as confirmation bias, false information, and personal privacy/information security, and also includes an expanded Metaliteracy Learner Characteristics figure and revised Metaliteracy Goals and Learning Objectives, both developed with Trudi Jacobson.
This edited volume examines both the theory and practice of metaliteracy in the post-truth era with chapters authored by faculty and librarians. Several of the chapters have been featured in this blog, including “Poetic Ethnography and Metaliteracy: Empowering Voices in a Hybrid Theater Arts Course” by Kimmika L. H. Williams-Witherspoon, “When Stories and Pictures Lie Together — And You Don’t Even Know It” by Thomas Palmer, and “Reconstructing Scientific Literacy through Metaliteracy: Implications for Learning in a Post Truth World,” by Allison Brungard and Kristin Klucevsek. This book also features chapters written by Marc Kosciejew, Josh Compton, Nicole A. Cooke, and Rachel Magee, Allison Hosier, and Jaclyn Partyka.
The themes examined in this latest metaliteracy book inform a SUNY Innovative Instruction Technology Grant (IITG) project by the Metaliteracy Learning Collaborative to develop an Open edX MOOC entitled Empowering Yourself in a Post-Truth World (to be offered in March 2019).
One of the metaliterate learner roles is Translator. Translation can be from one format to another, or from one audience to another. We often mean translation beyond that of language. But at the moment, language translation is on our minds.
We would very much like to make the revised April 2018 Metaliteracy Goals and Learning Objectives available to a broader set of readers and scholars. The concept of metaliteracy is global, and many of the works that discuss or are framed by metaliteracy have been published in a number of languages, including Spanish, Chinese, Portuguese, French, and more.
If you are interested in helping with this translation initiative, please contact Trudi Jacobson (tjacobson at albany.edu) and Tom Mackey (tom.mackey at esc.edu). We thank you for considering this request.
As part of SUNY’s Communities of Practice Fall Convening at SUNY Polytechnic Institute, Trudi Jacobson and Tom Mackey were invited to discuss the Innovative Instruction Technology Grants (IITGs) that funded several metaliteracy projects. This year’s event explored New Models for Enrollment, Retention & Completion (ERC) and emphasized cross-institutional collaborations. Tom and Trudi presented a poster about their work with the Metaliteracy Learning Collaborative and discussed their experience with the SUNY IITG program.
Metaliteracy was featured as part of two different panel presentations at this year’s Online Learning Consortium (OLC) Accelerate Conference in Orlando Florida. Kelsey O’Brien, Christine Paige, Alena Roddick and Tom Mackey conducted an interactive panel presentation Accelerating Metaliterate Learning with a Global MOOC and Digital Badging System. The presenters explored the SUNY-wide Innovative Instruction Technology Grant (IITG) to develop an Open EdX MOOC Empowering Yourself in a Post-Truth World, an initiative developed with Co-Principal Investigator Trudi Jacobson. A second panel presentation at the conference entitled Digital Ethics in a Post-Truth Society led by Nicola Marae Allain, included contributions from Enrico Bocciolesi, Diane Gal, and Tom Mackey who discussed metaliteracy in a post-truth world.The slide deck for the panel presentation about the Open EdX project is available via this blog post and Slideshare.net.
Trudi 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 email@example.com or Tom Mackey at Tom.Mackey@esc.edu.
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 Fries, Times 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.
The 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.
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:
- 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
- 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).