Metaliteracy Keynote at Information Literacy and Democracy Conference 2021

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Metaliteracy was featured as part of the Information Literacy and Democracy Conference (IDESA 2021) supported by the Faculty of Political Sciences, University of Sarajevo. Trudi Jacobson and Tom Mackey presented Developing Metaliterate Learners to Advance Democratic Ideals as the keynote for the event. A recording of the entire conference is available via YouTube and the metaliteracy presentation starts at 4:47:00.

The conference also featured  Emir Vajzović and Mario Hibert from the University of Sarajevo, and Thomas Mandl from the University of Hildesheim in Germany. In addition, Joachim Griesbaum and Theresia Woltermann from the University of Hildesheim, Institute of Information Science and Language presented on the Intercultural Perspectives on Information Literacy and Metaliteracy course that Tom and Trudi have also been involved with. The conference included special guest Dr. Alton Grizzle, Program Specialist – Section for Media and Information Literacy and Media Development; Communication and Information Sector, UNESCO, Paris, France, who presented “Media and Information Literate Citizens: Thinking Critically, Think Wisely.”

We look forward to any feedback you have about our keynote!

Tom and Trudi

Metaliteracy, Self-Directed Learning, and Assessment

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Trudi Jacobson, Tom Mackey and Jako Olivier (UNESCO Chair on Multi-Modal Learning and Open Educational Resources, and Professor at North-West University) co-authored a chapter in a recent open-access volume, Learning Through Assessment: An Approach Towards Self-Directed Learning. The book was edited by Elsa Mentz and Anitia Lubbe, and is a part of the NWU Self-directed Learning Series.

Cover for Learning through assessment: An approach towards self-directed learning
Learning Through Assessment (2021)

The chapter by Trudi, Tom and Jako is entitled “Aligning Metaliteracy with Self-directed Learning to Expand Assessment Opportunities,”

The chapter’s abstract:

Metaliteracy is a holistic model that emphasises information-related knowledge attainment whilst challenging individuals to take charge of their learning strategies and goals. It prepares learners to become informed consumers and responsible producers of information. Metacognition is a core concept in metaliteracy, just as it is in self-directed learning (SDL) and in methods of assessment appropriate to SDL, such as Assessment as Learning (AaL) and Assessment for Learning (AfL). This congruence provides clear avenues for using metaliteracy’s framework in ways that support SDL. The first part of the chapter explores metaliteracy and its connections with SDL and assessment. The remainder of the chapter provides two examples of how the intersection of metaliteracy, SDL and assessment might be addressed in practice. These case studies provide additional and practical connections that might suggest applications in other settings. The first section explores a comprehensive metaliteracy digital badging system that is designed to advance SDL, with a focus on how the self-directed unit from this system was adapted for use in an open textbook. The final section of the chapter provides an example of how an online undergraduate course intertwines metaliteracy, information literacyand editing on Wikipedia, exemplifying principles of SDL and providingexamples of AaL and AfL. (p. 72)

We look forward to furthering our investigations into the connections between metaliteracy and self-directed learning.

Information Has Value: Engaging Students as Wikipedia Editors

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Trudi and Jackson Grey, a student in her fall 2021 Information Literacy in the Humanities and Fine Arts course, presented at the virtual 2021 WikiConference North America in October. This course uses a combination of the Wiki Education program, metaliteracy, and frames from the ACRL Information Literacy Framework for Higher Education to encourage students to see themselves as ethical and responsible information producers.

The Wiki Education program provides excellent training for novice Wikipedia editors, but a conceptual understanding of the value of information, as well as scaffolding to recognize themselves as information producers, can provide a rich underpinning for this new set of skills, a background that will help them to see the value of their contributions, and encourage them to continue as metaliterate Wikipedia editors.

Jackson, a senior at the University at Albany majoring in philosophy, provided a student’s viewpoint in such a learning situation where It is possible to share growing knowledge in a field of study. He also explored the differing values of information, inherent vs. as a means to an end, and the disconnect between the availability of information and its importance.

The presentation is available on YouTube as part of a day of programs. It starts at 6:05, and this link is set to start at that point.

Portuguese Translation of the First Metaliteracy Book is Published Online

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Metaletramento (Metaliteracy) is available online! 

The full-text version of Metaletramento is presented as an open and fully online resource at: http://www.valentim.bsb.br/metaletramento/. This dynamic site features an interactive Table of Contents, annotation tools, QR code, and link to the virtual presentation entitled Metaliteracy and the Perspectives of Information Science in the Digital Age. This roundtable discussion celebrated the publication of book and took place at the XXI National Meeting of Research and Postgraduate Studies in Information Science (ENANCIB 2021) – Brazil  This Portuguese translation of the first metaliteracy book by Tom Mackey and Trudi Jacobson was supported by The Brazilian Institute of Information in Science and Technology (IBICT), Research Unit of the Ministry of Science, Technology and Innovation (MCTI) in partnership with UNESCO and ALA/Neal-Schuman Publishing. Thanks to Helda Pinheiro and Dr. Cecília Leite, Director of Ibict, and the Faculty of Information Science at the University of Brasília.

Presentation to Launch the Publication of Portuguese Translation of the first Metaliteracy Book

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In a virtual roundtable to launch the Portuguese translation of the first metaliteracy book, Metaletramento (Metaliteracy), Tom Mackey and Trudi Jacobson presented Metaliteracy and the Perspectives of Information Science in the Digital Age (this is the full presentation with Portuguese translation via YouTube). This discussion was part of the XXI National Meeting of Research and Postgraduate Studies in Information Science (ENANCIB 2021) – Brazil and supported by The Brazilian Institute of Information in Science and Technology (Ibict), Research Unit of the Ministry of Science, Technology and Innovation (MCTI).

Thanks to Helda Pinheiro, Dr. Cecília Leite, Director of Ibict, and the Faculty of Information Science at the University of Brasília for the invitation to present.

Trudi and Tom

Portuguese Translation of the First Metaliteracy Book is Published!

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The first metaliteracy book, Metaliteracy: Reinventing Information Literacy to Empower Learners, written by Tom Mackey and Trudi Jacobson (2014) has been translated into Portuguese. This is the first-ever translation of an entire metaliteracy book. The Brazilian Institute of Information in Science and Technology (ibict), Research Unit of the Ministry of Science, Technology and Innovation (MCTI), in partnership with UNESCO and ALA/Neal-Schuman Publishing has published this Portuguese translation. Special thanks to Helda Pinheiro and to Dr. Cecília Leite, Director of Ibict, for her enormous support in translating the book, as well as the Faculty of Information Science at the University of Brasília. Thanks to everyone at ALA/Neal-Schuman Publishing as well.

Metaletramento

Embedding Metaliteracy in Learning Design to Advance Metacognitive Thinking: From OER to MOOCs

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As part of this year’s European Conference on Information Literacy (ECIL 2021), Tom Mackey and Trudi Jacobson presented the paper “Embedding Metaliteracy in Learning Design to Advance Metacognitive Thinking: From OER to MOOCs.” The full-text version of the paper is available via ResearchGate. According to the abstract:

This paper describes several examples of how metaliteracy is embedded in teaching praxis through open educational resources (OER) that include interactive learning objects and digital badging content as well as fully developed Massive Open Online Courses (MOOCs). Specifically, these metaliteracy OER have been applied by the authors in an information literacy course at the University at Albany, SUNY, as well as online courses in the Digital Arts at SUNY Empire State College (Mackey & Jacobson, 2021).

This presentation follows an interactive workshop entitled “Teaching with Metaliteracy: Developing Informed, Reflective, and Participatory Citizens” that was provided at the conference earlier in the week. All of these ideas and resources are transferrable to a wide range of teaching and learning environments. If you would like to talk with us about ways to apply metaliteracy OER to your setting, feel free to reach out to us.

Tom and Trudi

Metaliteracy Workshop at the European Conference on Information Literacy (ECIL) Online

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As part of this year’s ECIL Online, Trudi Jacobson and Tom Mackey present an interactive workshop entitled “Teaching with Metaliteracy: Developing Informed, Reflective, and Participatory Citizens.” This session applies the core components of the metaliteracy model and feature surveys and padlets to engage the audience. According to the description:

In this interactive workshop, participants will explore metaliteracy, including the metaliterate learner model and characteristics, review the goals and learning objectives and their value, touch upon differences between metaliteracy and the ACRL (2015) and CILIP (2018) conceptions of information literacy, and consider both open metaliteracy resources and sample open educational practice models that they support. Participants will explore options that will meet the needs of their students, and start a plan for incorporating metaliteracy in their formal or informal teaching. They will be able to learn from one another and share ideas on an online, open platform for continuing consultation, reporting of results, and idea-sharing.

(Jacobson & Mackey, 2021)

The ideas and techniques applied in this workshop are flexible and transferrable to different pedagogical settings and situations. If you would like to talk with us about ways to adapt this workshop to your setting, feel free to contact us.

Trudi and Tom

Zielsetzungen und Lernziele: German Translation of the Metaliteracy Goals and Learning Objectives

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We are delighted to be able to offer the Metaliteracy goals and learning objectives in a German translation! Theresia Woltermann, who works for the Goethe-Institut, a German cultural association that promotes German language study abroad and encourages international cultural exchange, accomplished the translation in record time during the summer of 2021. Theresia has also been the 2021 research associate extraordinaire for the Intercultural Perspectives on Information Literacy project. Many thanks, Theresia!

This is the seventh translation of the Metaliteracy goals and learning objectives. We appreciate the previous translations in French, Afrikaans, Italian, Setswana, Spanish, and Portuguese. This work demonstrates the international interest in Metaliteracy and the transferability of these ideas to different educational settings.

Are you interested in translating the Metaliteracy goals and objectives in a language that has not been completed yet? Feel free to reach out to us!

Trudi and Tom

Metaliteracy Featured at Transnational Online Course on Intercultural Perspectives on Information Literacy

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Metaliteracy was explored as part of a one-week international online course about Intercultural Perspectives on Information Literacy. The project team for this initiative is led by Prof. Dr. Joachim Griesbaum and Theresia Woltermann from the Department for Information Science and Natural Language Processing at Hildesheim University, Germany. This year’s summer workshop also included educators and students from Symbiosis College of Arts and Commerce Pune, India, University of Sarajevo, Bosnia and Herzegovina, and University of Graz, Austria.

Tom Mackey, Professor of Arts and Media at SUNY Empire State College and Trudi Jacobson, Distinguished Librarian at The University at Albany were invited to represent “Team USA” from the State University of New York (SUNY). Trudi and Tom presented a Team USA Workshop that explored their contributions to the project from a metaliteracy perspective, including related open educational resources (OER) developed as part of their work with the Metaliteracy Learning Collaborative.

As part of this week-long transnational online course, students collaborated on final projects that they presented to all participants on the last day of class. Each of the student projects provided a detailed analysis of an information literacy or metaliteracy online resource. The students conducted research and closely examined each platform based on content analysis, usability, and accessibility. Two of the teams analyzed specific metaliteracy OER including the open content associated with the Metaliteracy Digital Badging system and the Coursera MOOC Metaliteracy: Empowering Yourself in a Connected World. Both presentations are exceptional and will inform the further development of each metaliteracy resource. The slides from each student group are shared with their permission:

“The Metaliteracy Badges” by Group 4: Ismail Börü, M E Jacob, Swara Bhatt,
Meghana Manoj Warrier and Denise Schatte

“Metaliteracy: Empowering Yourself in a Connected World” by Group 5: Nakia El-Sayed Alina John Shuchi Shekdar Namik Jamakosmanović.

Tom and Trudi were inspired by this exciting international online course and will continue their participation by developing related online courses as part of the next session in fall 2021.

If you have any questions or comments or would like to contribute your own feedback to these metaliteracy resources, feel free to reach out.

-Tom and Trudi