This is the second revision of the Metaliteracy Goals and Learning Objectives, first developed in 2014. The world is evolving rapidly, especially with advancements in artificial intelligence (AI) and the growing concerns around mis- and disinformation. This led us to revisit the second version of the goals and objectives, published in 2018 (both earlier versions are still available on this site). Our aim was to tackle these trends head-on and consider the broader development of the metaliteracy model itself. We wanted a forward-thinking, adaptable approach for educators and learners to thrive in an increasingly complex information environment.
Metaliterate learning falls into four domains: behavioral (what learners should be able to do upon successful completion of learning activities—skills, competencies), cognitive (what learners should know upon successful completion of learning activities—comprehension, organization, application, evaluation), affective (changes in learners’ emotions or attitudes through engagement with learning activities), and metacognitive (what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn). Each learning objective below fits into one or more of these categories, and is labeled as such (A for affective, B for behavioral, C for cognitive, M for metacognitive).
Goal 1:
Reflect on your identity as an active learner within evolving information environments
Objectives:
- Identify your strengths and areas for growth as a learner in social information environments. (A, C)
- Reflect on how your personal experiences and biases shape your learning process. (A, M)
- Analyze how you engage with and contribute to dynamic information environments. (A, C)
- Reflect on and apply the mindset and practices needed to effectively adapt to new tools and technologies. (B, C, M)
- Assess how collaboration and feedback shape your learning experience. (C, M)
- Evaluate how your role as a learner impacts the way you interpret and share information. (A, C, M)
Goal 2:
Critically evaluate and ethically produce information, reflecting on your roles and impact across platforms.
Objectives:
- See oneself as a producer as well as a consumer of information. (A, B, M)
- Examine how awareness of personal biases influences your ability to engage in constructive and collaborative interactions. (A, B, C, M)
- Evaluate information from individuals, organizations, and the broader institutions they represent, being open to different perspectives while distinguishing opinion from fact. (A, C, M)
- Create original content that adheres to ethical principles and respects intellectual property, reflecting on your thoughts and decisions. (B, C, M)
- Evaluate the role of AI in shaping content while contemplating personal responsibility in ensuring ethical, accurate, and transparent engagement with its generation and impact. (A, C, M)
Goal 3:
Contribute informed and ethical perspectives in collaborative social settings.
Objectives:
- Reflect on your role in collaborative settings to develop self-awareness of your contributions and their impact. (A, M)
- Model ethical and respectful communication in your collaborative interactions and through your shared content. (A, B, C)
- Foster meaningful engagement through your contributions to local and global projects. (A, B, C)
- Develop ethical and creative approaches, both individually and collaboratively, to engage with AI to produce responsible content. (A, B, C)
- Seek collaborative opportunities to produce meaningful and ethical outcomes, reflecting on how your engagement and decisions contribute to the process. (A, B, C, M)
Goal 4:
Develop continuous learning strategies through a metaliterate mindset.
Objectives:
- Recognize that learning is a process and that reflecting on errors or mistakes leads to new insights and discoveries. (A, C, M)
- Assess learning to determine both the knowledge gained and the gaps in understanding. (C, M)
- Formulate ethical and novel approaches to build upon written, produced, or generated content that you find inspiring and engaging. (A, C, M)
- Identify through self-awareness your development as a metaliterate learner, recognizing areas for continuous growth. (A, M)
We appreciate those who commented on the draft of this new version of the goals and objectives, and to Misha R. for a specific change. Special thanks to Maria Heldaiva Bezerra Pinheiro (Helda), Maria Albeti Vitoriano, and Marcos Rogério Martins Costa for their close reading and detailed suggestions. We would like to acknowledge the founding work that Michele Forte did in the initial development of the goals and objectives, and the contribution in 2020 of Jacob Keiffert, which has developed into objective 3 in goal 4.
Updated March 9, 2025 by Trudi Jacobson (Distinguished Librarian Emerita, University at Albany) and Tom Mackey (Professor, Department of Arts and Media, Empire State University).
Suggested citation:
Jacobson, T., & Mackey, T. (2025). 2025 metaliteracy goals and learning objectives. Metaliteracy. https://metaliteracy.org/learning-objectives/metaliteracy-goals-and-learning-objectives-updated-2025/
Metaliteracy.org 
Dear Trudi and Tom, many thanks for the update! I’ll send you the Spanish translation in a few days. Warm regards, Dora
Thank you so very much, Dora! Tom and I really appreciate your help.
Thanks to you both for all your inspiring work!
Dear Trudi and Tom,
We have been honored to contribute to the excellent work you have done on this important update to Metaliteracy.
It will be a pleasure for me to translate the Metaliteracy Goals and Learning Objectives into Portuguese.