Metaliteracy was first introduced in a 2011 article by Tom Mackey and Trudi Jacobson, Reframing Information Literacy as a Metaliteracy. (Please note that full information on the sources mentioned in this section and more can be found below.) At that time, both the definition of information literacy and the teaching principles expressed in the ACRL Information Literacy Competency Standards for Higher Education (2000) were seriously outdated due to fast-moving changes in the information environment. Information production, rather than consumption, was possible in ways not previously available, as was collaboration development of content.
This article was followed by a 2014 book, Metaliteracy: Reinventing Information Literacy to Empower Learners, written by Tom and Trudi. It explored metaliteracy in more detail, including its meta, or overarching, features, including commonalities between different types of literacies. Various aspects of social media were considered and global trends in emerging literacies were examined. The second section of the book moved from the theoretical to praxis, with a survey connected to information-related literacies, and case studies of two undergraduate courses.
Subsequent books have explored applications of metaliteracy in a wide range of college courses and institutions. In the edited volume Metaliteracy in Practice (2016) Jacobson and Mackey worked with multiple authors who contributed effective applications of metaliteracy in social media pedagogy, Nursing education, library instruction, the Renaissance Drama classroom, and undergraduate education.
In the third Metaliteracy book, Metaliterate Learning for the Post-Truth World, Mackey and Jacobson worked with authors to address the role and importance of metaliteracy in today’s truth-challenged world. The framing chapter for this volume, Empowering Metaliterate Learners for the Post-Truth World introduced a new figure by Mackey and Jacobson that defined the Characteristics of Metaliterate Learning that is now a key aspect of the framework.
Metaliteracy has also been considered as the foundation and guiding principle of several Massive Open Online Courses (MOOCs), its core role in the content of a digital badging system, and its influence on the ACRL Framework for Information Literacy for Higher Education (2015).
Books, book chapters, and articles written or edited by members of the Metaliteracy Learning Collaborative about metaliteracy are listed here:
Thomas P. Mackey and Trudi E. Jacobson, eds. Metaliterate Learning for the Post-Truth World. Chicago: ALA Neal-Schuman, 2019.
Trudi E. Jacobson and Thomas P. Mackey, eds. Metaliteracy in Practice. Chicago: ALA Neal-Schuman and London: Facet, 2016.
Thomas P. Mackey and Trudi E. Jacobson. Metaliteracy: Reinventing Information Literacy to Empower Learners. Chicago: Neal-Schuman/ALA Editions and London; Facet, 2014.
Thomas P. Mackey, “Empowering Metaliterate Learners for a Post-Truth World.” In Metaliterate Learning for the Post-Truth World. ed. by Thomas P. Mackey and Trudi E. Jacobson. Chicago: ALA Neal-Schuman, 2019.
Kelsey L. O’Brien, “Failing Better: Scaffolding Learning with the Metaliteracy Badging System.” In Teaching with Digital Badges: Best Practices and Library Case Studies, ed. by Kelsey L. O’Brien and Trudi E. Jacobson. Lanham, MD: Rowman & Littlefield, 2018.
Trudi E. Jacobson, Thomas P. Mackey, and Kelsey L. O’Brien, “Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Learning Opportunities.” Conference on Learning Information Literacy Across the Globe. Frankfurt am Main, May 10, 2019.
Jamshid Beheshti, Dania Bilal, Thomas P. Mackey, Louise Limberg, Joan C. Bartlett, Jacek Gwidzdka, Trudi Jacobson, and Yusuke Ishimura, “Information Literacy: Bridging the Gap Between Theory and Practice.” Panel presentation at the 2016 ASIS&T meeting in Copenhagen. Proceedings of the Association for Information Science and Technology, v. 53 no. 1, 2016. https://doi.org/10.1002/pra2.2016.14505301019
Kelsey L. O’Brien, Michele Forte, Thomas P. Mackey, and Trudi E. Jacobson, “Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas.” Open Praxis, v.9 no. 3, 2017, pp. 267-286.
Thomas P. Mackey and Trudi E. Jacobson, “Reframing Information Literacy as a Metaliteracy.” College & Research Libraries, v. 72 no. 1, 2011, pp. 62-78. (Selected to be included in “LIRT’s Top Twenty” library instruction articles of 2011).
Trudi E. Jacobson and Thomas P. Mackey, “Why You Should Fight for Metaliteracy on Your Campus.” HigherEdJobs, November 12, 2018.
Craig Gibson and Trudi E. Jacobson. “Habits of Mind in an Uncertain Information World.” Reference & User Services Quarterly, v. 57 no. 3, 2018.
Diane Fulkerson, Susan Ariew and Trudi Jacobson. “Revisiting Metacognition and Metaliteracy in the ACRL Framework.” Communications in Information Literacy, v. 11 no. 1, 2017, pp. 21-41.
Thomas P. Mackey and Trudi Jacobson. “How Can We Learn to Reject Fake News in the Digital World?” The Conversation, December 5, 2016.
Trudi Jacobson and Thomas P. Mackey, “Can’t Seem to Stop those Ads Following You Around? Why Not Become Metaliterate?” The Conversation, August 7, 2015.
Trudi E. Jacobson and Thomas P. Mackey, “Proposing a Metaliteracy Model to Redefine Information Literacy.” Communications in Information Literacy, v. 7 no. 2, 2013, pp. 84-91.