Reframing Information Literacy as a Metaliteracy (original) (raw)
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Re-Conceptualizing Information Literacy as a Metaliteracy for Social Media
2010
Page 1. 1 CoLIS 2010: Unity in Diversity Information Literacy Research Seminar 2010 Position Paper “Re-Conceptualizing Information Literacy as a Metaliteracy for Social Media” Thomas P. Mackey, Ph.D. and Trudi E. Jacobson, MLS The rapid expanse of social media challenges us to re-conceptualize information literacy as a metaliteracy for related literacy types.
Proposing a Metaliteracy Model to Redefine Information Literacy
Comminfolit
Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and sharing of original and repurposed digital materials. Metaliteracy provides an overarching and unifying framework that builds on the core information literacy competencies while addressing the revolutionary changes in how learners communicate, create, and distribute information in participatory environments. Central to the metaliteracy model is a metacognitive component that encourages learners to continuously reflect on their own thinking and literacy development in these fluid and networked spaces. This approach leads to expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.
2020
Digitalization and the emergence of the Internet have resulted in escalating access to information and communication. Given the circumstances that soaring access to information amounts to the intensification of misinformation and disinformation, a set of critical skills to navigate and critically assess the information is necessary. This paper outlines the significance of these skills, and provides a perspective on metaliteracy as a supplement to media and information literacy, and argues that the ability to conceptualize, access, comprehend, analyze, and use information is crucial in achieving inclusive, pluralistic, and participatory knowledge societies.
Build sustainable collaboration: Developing and assessing metaliteracy across information ecosystems
Association of College and Research Libraries, American Library Association, 2015
This paper presents and describes the goals and beginnings of an ongoing, collaborative assessment project designed by a librarian and a writing program faculty member at a medium-sized, doctoral/research university. Librarians at this institution have integrated research instruction within the university’s first-year writing program for over 30 years and since 2010, librarians and writing faculty have designed adaptable, teaching modules that integrate new media and research tools into the writing curriculum. These modules were inspired by the ACRL Information Literacy Competency Standards for Higher Education. The institution’s accreditation process has also prompted institutional self-reflection that observes the continued impact of library instruction on students’ achievement. With the 2015-filed ACRL Framework for Information Literacy for Higher Education in mind, the authors use assessment data, student essays, and student self-reflections to re-consider the teaching and assessment of information literacy learning.
Promoting Student Learning and Digital Age Literacy Through Metaliteracy
Academia Letters, 2021
We live in challenging times, when misinformation duels with accurate information, critical thinking seems too often to be on hiatus, and higher education has been transformed. Taking these conditions into account, this article first explores three relevant constructs: a set of characteristics to promote student learning developed by Terenzini (2020); a definition of literacy developed by the National Council of Teachers of English (2019); and the metaliteracy pedagogical framework (Mackey and Jacobson 2014). The article continues by connecting these to enhance student learning and literacy. Amongst its many impacts, the pandemic has significantly changed the way we teach and students learn. Online synchronous or asynchronous instruction has become far more prevalent than in-person instruction for large portions of the college population, affecting both interpersonal relations and technological adroitness and hardware needs (Aristovnik et al. 2020; Händel et al. 2020). Professional development opportunities in best practices for online teaching abound for instructors making the transition, but the results are varied. Students, meanwhile, may not have desired such a transformation and may be grappling with less than successful course adaptations (June 2020). As some students are struggling all the time, and all students are likely struggling some of the time, it is vital to focus on ensuring effective learning. Promoting Student Learning While the emphasis since March 2020 has been on making the transition to online teaching for those unfamiliar with it, how else might faculty members enhance their students' learning ex
Information and digital literacies: a review of concepts
Journal of Documentation, 2001
The concepts of 'information literacy' and 'digital literacy' are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, internet literacy and hyperliteracy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of 'literacy', which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead to general concepts, such as information literacy and digital literacy, which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies.
Technology and Information Literacy
All technologies are selective. They facilitate, amplify, and enhance particular ways of knowing, while inhibiting, marginalizing, and sometimes even excluding others. This is as true of communication technologies and cognitive processes as it is of mechanical technologies and physical processes. And therein lies the link between technology and literacy. We are witnessing today the emergence of a variety of digital technologies which are displacing print technologies as the dominant media of our culture. This digital revolution is not only changing the way we communicate, but may be changing the way we think. It is clearly changing what it means to be literate in ways both obvious and subtle. This article explores such changes.