Aligning metaliteracy with self-directed learning to expand assessment opportunities (original) (raw)
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Embedding Metaliteracy in Learning Design to Advance Metacognitive Thinking: From OER to MOOCs
2021
Metaliteracy is an essential literacy for today’s complex and oftentimes deceptive information environment. The origins of the metaliteracy model emerged in response to revolutionary changes in a connected world and the need to reconceptualize information literacy for a broader impact on learning. The theory of metaliteracy involves the intersection of core components that include learner domains, active learner roles, characteristics or qualities, and associated goals and learning objectives. This model is applied when individuals engage with and reflect upon these components to realize their active responsibilities as participants in social settings. This paper describes several examples of how metaliteracy is embedded in teaching praxis through open educational resources (OER) that include interactive learning objects and digital badging content as well as fully developed Massive Open Online Courses (MOOCs). Specifically, these metaliteracy OER have been applied by the authors in...
Revisiting Metacognition and Metaliteracy in the ACRL Framework
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In the early drafts of the Information Literacy Framework for Higher Education, metaliteracy and metacognition contributed several guiding principles in recognition of the fact that information literacy concepts need to reflect students' roles as creators and participants in research and scholarship. The authors contend that diminution of metaliteracy and metacognition occurred during later revisions of the Framework and thus diminished the document's usefulness as a teaching tool. This article highlights the value of metaliteracy and metacognition in order to support the argument that these concepts are critical to information literacy today, and that the language of these concepts should be revisited in the language of the Framework. Certainly, metacognition and metaliteracy should be included in pedagogical strategies submitted to the newly launched ACRL Framework for Information Literacy Sandbox.
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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
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.
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.
Open Praxis, 2017
This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms— connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a lens for applied teaching and learning strategies in the development of a cMOOC and two xMOOCs. The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy.
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.
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.
Metagonition and information literacy
This article presents a literature revision on metacognition in the information literacy field. Metacognition is about the knowledge of the knowledge and the control over such process. On the other hand, information literacy (IL) is about learning how to seek, use and communicate the information. The articles' analysis has identified few ones related to such theme, indicating the need for more investments in this research area, while recognizing metacognition's potential to enhance information literacy learning. The report suggests metacognitive strategies for teaching patterns of information literacy. The metacognitive strategies are based on three functions – planning, monitoring, and evaluation. The learners need to develop the capacity to reflect on their own processes of seeking and using the information – IL –, as well as to know and understand what, when, how and why they perform activities related to seeking and using information, and to the use of intervention strategies.