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.
Barbara J. D’Angelo and Barry M. Maid of Arizona State University give you a glimpse into their chapter in the forthcoming book.
Metaliteracy Learning of RN to BSN Students:A Fusion of Disciplinary Values and Discourses
Library and Information Science and Writing Studies share a long-standing collaborative partnership in higher education. The connection often is articulated or manifested in first year composition courses, particularly the second semester composition course focused on research (commonly known as English 102 or Composition II). However, research and communication, including written communication, also are important to disciplinary discourses. Nurses, in particular, exist within sophisticated information environments in which work takes place in interdisciplinary teams ranging from medical personnel, pharmacists, home health care workers, social workers, patients, and more. For undergraduate nursing education, the importance of research and communication practices can be seen in two of nursing’s disciplinary documents related to undergraduate education: The Essentials of Baccalaureate Education for Professional Nursing Practice and in Core Competencies for Interprofessional Collaboration.
In this chapter we report on the development of a discipline-specific writing and research course, Writing for Healthcare Management, for nursing majors in the online RN-BSN degree program at Arizona State University. The course focuses on developing students’ professional writing and information abilities in a way that reflects concepts underpinning metaliteracy. The course facilitates critical thinking and collaborative practices needed for both the consumption and production of knowledge. The chapter describes the development of the course and assignments, and how metaliteracy aligns with disciplinary writing outcomes. In addition, the results of a small scale study that analyzed student work is presented to show how the course meets metaliteracy goals and learning objectives. The chapter contributes an example of a “meta” approach to course design and a model of a contextual approach to fusing multiple “literacies” and “outcomes or objectives” through valuing shared responsibility and accountability for student achievement and transfer of knowledge. While this chapter concentrates on a course in one discipline, nursing, the methods used are transferable to research and communication courses in other disciplines.