The metaliteracy learning goals and objectives have been revised for the first time since originally published in 2014. Trudi Jacobson and Tom Mackey will share the revised document as part of their next presentation, “Teaching Metaliteracy in the Post-Truth World,” at LSU’s School of Library & Information Science Quality of Life Series on Friday, April 13. The revision is also posted here on the Metaliteracy.org blog for wider distribution. Feel free to provide your feedback via the metaliteracy.org comments section. In many ways, this draft revision is a response to the challenges of today’s post-truth world, and supports the ethical and responsible production and sharing of information in social information environments, among many related metaliteracy tenets. All four of the original metaliteracy goals have been revised along with most of the associated learning objectives. The four domains of metaliteracy, including the affective, behavioral, cognitive, and metacognitive continue to inform the learning goals and objectives and are clearly identified in the revised document. We appreciate your feedback on this draft revision and will post any additional changes at metaliteracy.org as soon as we finalize the latest updates.
The peer-reviewed journal Research in Online Literacy Education (ROLE), published by the Global Society of Online Educators (GSOLE), posted book reviews for both Metaliteracy in Practice and Metaliteracy: Reinventing Information Literacy to Empower Learners. Drew Virtue, assistant professor in the professional writing program in the Department of English at Western Carolina University wrote the reviews as part of the Facet Publishing Review Series on Digital Literacies. In his review of the edited book Metaliteracy in Practice, Virture wrote: “The most significant strength I found throughout the various chapters was the relationship between metaliteracy and metacognition. Metacognition was addressed explicitly or implied through a focus on critical reflection among all the authors.”
As part of his review for the co-authored book Metaliteracy: Reinventing Information Literacy to Empower Learners, Virtue concludes: “Mackey and Jacobson offer a foundational work that challenges how we understand literacy in the digital age. Furthermore, their argument for the need of metaliteracy is compelling. Metaliteracy is not only interesting but a necessary concept to understand the complexity of communication embedded within our continually evolving technologies—one that will help us, as teachers and librarians, help learners become more astute in their everyday lives.” We appreciate the thoughtful reviews by Drew Virtue and the support from Facet Publishing, the international publisher for both books in association with ALA Publishing in the United States.
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.
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.
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.
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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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.
The 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).
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.
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.
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 Environment. The 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.