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Metaliteracy: reinventing information literacy to empower learners

Metaliteracy: reinventing information literacy to empower learners

Mackey, Thomas P., author; Jacobson, Trudi, author

'Metaliteracy' will help readers understand that 'media literacy, visual literacy, digital literacy, and a host of other specific literatures are critical for informed citizens in the twenty-first century. IL needs to be reframed to encompass these literacies, and this conception of IL will have a dramatic effect of how it is taught and what students learn

Paperback, Book. English.
Published London: Facet Publishing, [2014]
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Details

Statement of responsibility: Thomas P. Mackey and Trudi E. Jacobson
ISBN: 1783300124, 9781783300129
Intended audience: Specialized.
Note: Includes bibliographical references and index.
Note: Originally published: Chicago: ALA Neal-Schuman.
Physical Description: xxi, 222 pages ; 23 cm
Subject: Learning processes; Media literacy.; Libraries and Museums.; Information literacy

Contents

  1. Foreword - Sheila A. Webber
  2. 1. Developing a metaliteracy framework to promote metacognitive learning
  3. Metaliteracy
  4. The Meta in Metaliteracy
  5. Metacognition
  6. Toward a Metaliteracy Framework
  7. Multiple Intelligences
  8. Multiliteracies
  9. Multimodal Literacy
  10. Transliteracy
  11. Metacompetency and Convergence
  12. The Metaliteracy Model
  13. Conclusion
  14. References  
  15. 2. Metaliteracy in the open age of social media
  16. Trends in Social Media
  17. Social and Visual Networking
  18. Blogs and Microblogs
  19. Global Mobility
  20. From Information Age to Post-Information Age
  21. The Information Age
  22. The Post-Information Age
  23. The Open Age of Social Media
  24. Participation
  25. Openness
  26. Metadata and the Semantic Web
  27. Conclusion
  28. References  
  29. 3. Developing the metaliterate learner by integrating competencies and expanding learning objectives
  30. Related Literacies
  31. Discrete Literacies
  32. Media Literacy
  33. Digital Literacy
  34. Cyberliteracy
  35. Visual Literacy
  36. Mobile Literacy
  37. Critical Information Literacy
  38. Health Literacy
  39. Combined Literacies
  40. Transliteracy
  41. New Media Literacy
  42. ICT Literacy
  43. Information Fluency
  44. Metaliteracy Learning Goals and Objectives
  45. Goal 1: Evaluate content critically, including dynamic, online content that changes and evolves, such as article
  46. preprints, blogs, and wikis
  47. Goal 2: Understand personal privacy, information ethics, and intellectual property issues in changing technology
  48. environments
  49. Goal 3: Share information and collaborate in a variety of participatory environments
  50. Goal 4: Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals
  51. Integrating the Four Domains
  52. The Metaliterate Learner
  53. Conclusion
  54. References  
  55. 4. Global trends in emerging literacies
  56. International Trends in Open Education
  57. Literacy Initiatives from International Organizations
  58. UNESCO
  59. UNESCO's Media and Information Literacy
  60. OERs
  61. The Prague Declaration: Anticipating Later MIL Initiatives
  62. IFLA
  63. The Bologna Process and the Tuning Project
  64. Evolving Information Literacy Frameworks
  65. Examples of Recent Information Literacy Frameworks
  66. United Kingdom: Seven Pillars of Information Literacy
  67. 2011 SCONUL Seven Pillars Model
  68. Revised Pillars and Graphical Representation
  69. Convergences between Metaliteracy and the Seven Pillar Models
  70. Adaptations via Lenses
  71. Hong Kong: Information Literacy Framework for Hong Kong Students
  72. Conclusion
  73. References  
  74. 5. Survey of the field: from theoretical frameworks to praxis
  75. Research Questions 
  76. Methods
  77. Survey Design
  78. Distribution Method
  79. Results
  80. Response Rate
  81. Demographics
  82. Survey Results
  83. Teaching Background
  84. Technology Infrastructure and Support
  85. Knowledge of Literacies and Literacy Frameworks
  86. Components of Information Literacy Teaching
  87. Changing Information Environment
  88. Data Analysis
  89. Age
  90. Literacies to Include in Information Literacy Instruction
  91. Preparation Levels and Required Technologies 
  92. Discussion and Implications for Further Research
  93. Populations
  94. Increased Awareness of Evolving Literacies
  95. The State of the Literature/The State of Awareness
  96. Conclusion
  97. References
  98. Appendix 5.1: Survey-Information Literacy as a Metaliteracy  
  99. 6. The evolution of a dedicated information literacy course toward metaliteracy
  100. Evolving Information Literacy General Education Requirement
  101. Transformations to the Final Project in the Information Literacy Course Taught by Librarians
  102. Team-Based Learning and Its Effect on the Research Guide
  103. Topic Selection for Final Projects
  104. Implementation of Wiki
  105. Goals for the Project Revision
  106. Analysis of Wiki Project Based on Elements of Transparency
  107. Student Perceptions of Wiki
  108. Additional Metaliteracy Elements
  109. Evolution Toward Information Literacy as a Metaliteracy 
  110. Expanded Information Literacy General Education Course
  111. A New, Social Media-Focused Course
  112. Application Exercises to Enhance Metaliteracy Skills by Gregory Bobish
  113. Exercise 1: YouTube Video Removal Exercise 
  114. Exercise 2: Primary Information: Finding Experts via Blogs and Twitter
  115. Remix Final Project
  116. Expanding Discomfort, Expanding Knowledge
  117. References  
  118. 7. Exploring digital storytelling from a metaliteracy perspective
  119. Institutional Context
  120. SUNY Empire State College
  121. Center for Distance Learning
  122. College-Level Learning Goals
  123. Digital Storytelling
  124. Learning Design
  125. Learning Objectives
  126. Creating Digital Stories
  127. Mapping the Metaliteracy Model to Digital Storytelling
  128. Conclusion
  129. References

Author note

Trudi E. Jacobson, Distinguished Librarian, is Head of the Information Literacy Department at the University Libraries, University at Albany. Her professional interests focus on team-based and other forms of active learning, learner motivation, digital badging, and, of course, metaliteracy, a concept Tom Mackey and she developed in response to inadequate conceptions of information literacy in a rapidly changing information environment. Her website is www.trudijacobson.com.

Thomas P. Mackey is Vice Provost for Academic Programs at SUNY Empire State College. His professional interests include open learning in innovative social spaces and critical engagement with emerging technologies. His collaborative work with Trudi Jacobson to originate the metaliteracy framework emphasizes the reflective learner as producer and participant in dynamic information environments. He appreciates all of their work together, especially the metaliteracy research, writing, editing, teaching, grant projects, and design of innovative learning spaces using competency-based digital badging and massive open online courses (MOOCs).

Reviews

"This book is of great value to any librarian seeking to find ways to integrate literacy into a classroom. It will also be useful to any instructional designer wanting to integrate the ever-growing number of literacies into the development sessions offered to faculty."||"Overall, the book is a welcome contribution. It succeeds in presenting a sound and needed alternative to what the authors term 'skill based literacy'"||"... a concise, informative, and well-written volume ... The book's seven chapters are divided into two categories: theory and practice ... The book also includes a well-placed appendix, an exhaustive index, and a companion website (http://metaliteracy.org)"
Serials Review