Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Learning Opportunities (original) (raw)
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Proposing a Metaliteracy Model to Redefine Information Literacy
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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.
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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.
Reframing information literacy as a metaliteracy
College & Research Libraries, 2011
Abstract Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy. Metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies multiple literacy types. This redefinition of information literacy expands the scope of generally understood information competencies and places a particular emphasis on producing and sharing information in participatory digital environments.
Communications in Information Literacy
Copyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
Promoting Student Learning and Digital Age Literacy Through Metaliteracy
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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
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.
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.
Anales de Documentación, 2022
Information competence is an essential component of translation competence and the basis for the lifelong learning of Translation and Interpreting trainees. This work describes the author's updated approach to an information literacy course for Translation and Interpreting undergraduate students implemented at the Universitat Jaume I (Spain), which, due to the health situation generated by the COVID-19 pandemic, had to be taught entirely online. The article gives an account of how metaliteracy has been integrated as a guiding thread to encourage reflection and critical thinking throughout the course and awareness of its importance. The students' feedback and the assessment results demonstrate that learning has been significant. Hopefully, the perspective, curricular proposal and experience analyzed here could be transferable to other discipline-based information literacy training programs.
Aligning metaliteracy with self-directed learning to expand assessment opportunities
Learning through assessment: An approach towards Self-Directed Learning, 2021
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 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 literacy and editing on Wikipedia, exemplifying principles of SDL and providing examples of AaL and AfL.