This document discusses the concepts of metaliteracy and transliteracy as frameworks for understanding information literacy. It defines metaliteracy as the ability to critically evaluate one's own knowledge and skills and recognize the need for new literacies in today's digital environment. Metaliteracy emphasizes collaboration, communities, and social aspects of information. The document provides examples of metaliteracy competencies and learning objectives that focus on creation and evaluation of user-generated content across multiple formats. It also describes efforts to develop a MOOC on lifelong learning literacies based on the metaliteracy framework.

1. Reframing Information Literacy
as a
Trudi E. Jacobson, M.L.S Thomas P. Mackey, Ph.D.
Distinguished Librarian Dean
University Libraries Center for Distance Learning
University at Albany Empire State College
SUNY SUNY
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2. Reframing Information Literacy
as a
Part of a year-long project “Introduction of Transliteracy
Courses at Belarusian Universities through University Libraries”
run by the Belarusian State University (BSU) Fundamental
Library with a support of the US Embassy.
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3. ACRL Standard Definition (1989)
• Determine the extent of information needed
• Access the needed information effectively and
efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one’s knowledge
base
• Use information effectively to accomplish a specific
purpose
• Understand the economic, legal, and social issues
surrounding the use of information, and access and use
information ethically and legally
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
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4. “Participatory culture
shifts the focus of literacy
from one of individual
expression to community
involvement” (p. xiii).
Confronting the Challenges
of Participatory Culture
Media Education for the 21st Century
Henry Jenkins
2009
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5. “The new literacies almost
all involve social skills
developed through
collaboration and
networking.” (p. xiii).
Confronting the Challenges
of Participatory Culture
Media Education for the 21st Century
Henry Jenkins
2009
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6. Media and Information Literacy (MIL)
“Information and media literacy enables
people to interpret and make informed
judgments as users of information and
media, as well as to become skillful
creators and producers of information
and media messages in their own right.”
http://portal.unesco.org/ci/en/ev.php-URL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201.html
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7. 7

8. TRANSLITERACY
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9. Transliteracy Research Group
“Transliteracy is the ability to
read, write and interact across a range
of platforms, tools and media from
signing and orality through
handwriting, print, TV, radio and
film, to digital social networks.”
http://nlabnetworks.typepad.com/transliteracy/
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10. TRANSLITERACY
“It is not about learning text literacy and
visual literacy and digital literacy in
isolation from one another but about
the interaction among all these
literacies.”
Tom Ipri. 2010. “Introducing transliteracy What does it mean to academic
libraries?”College & Research Libraries http://crln.acrl.org/content/71/10/532.full
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11. “promotes critical thinking and
collaboration in a digital age, providing a
comprehensive framework to effectively
participate in social media and online
communities. ”
Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a
Metaliteracy” College & Research Libraries. January 2011 72:62-78.
http://crl.acrl.org/content/72/1/62.full.pdf
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12. “Information literacy is central to this
redefinition because information takes
many forms online and is produced and
communicated through multiple
modalities. ”
Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a
Metaliteracy” College & Research Libraries. January 2011 72:62-78.
http://crl.acrl.org/content/72/1/62.full.pdf
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13. “The ability to critically self-assess one’s
own competencies and to recognize the
need for integrated or expanded literacies
in today’s information environment is a
metaliteracy.”
Mackey and Jacobson (2013)
Metaliteracy: Reframing Information Literacy for a Social Media Age
manuscript
Metaliteracy is Metacognitive 13

14. “This metacognitive approach challenges a
reliance on skills-based information literacy
instruction only and shifts the focus to
knowledge acquisition in collaboration with
others.”
Mackey and Jacobson (2013)
Metaliteracy: Reframing Information Literacy for a Social Media Age
manuscript
Metaliteracy is Metacognitive 14

15. Mackey and Jacobson, 2012
Figure by Roger Lipera
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16. “Both metaliteracy and transliteracy
challenge traditional skills-based concepts
of information literacy by recognizing the
role of emerging technologies, suggesting
that information technology is a central
component of students’ learning.”
“Connectivism: Learning Theory and Pedagogical Practice
for Networked Information Landscapes”
Michelle Kathleen Dunaway
Reference Services Review Vol. 39 Iss: 4
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17. “Metaliteracy and transliteracy are
frameworks for understanding information
literacy that emphasize the importance of
communities, connections, information
networks, and information technologies;”
“Connectivism: Learning Theory and Pedagogical Practice
for Networked Information Landscapes”
Michelle Kathleen Dunaway
Reference Services Review Vol. 39 Iss: 4
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18. Metaliteracy in Practice
• Understand Format Type and Delivery Mode
• Evaluate User Feedback as Active Researcher
• Create a Context for User-generated
Information
• Evaluate Dynamic Content Critically
Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a
Metaliteracy” College & Research Libraries. January 2011 72:62-78.
http://crl.acrl.org/content/72/1/62.full.pdf
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19. Metaliteracy in Practice
• Produce Original Content in Multiple Media
Formats
• Understand Personal Privacy, Information
Ethics and Intellectual Property Issues
• Share Information in Participatory
Environments
Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a
Metaliteracy” College & Research Libraries. January 2011 72:62-78.
http://crl.acrl.org/content/72/1/62.full.pdf
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20. Metaliteracy Learning Objectives
Four main categories:
1. Behavioral
2. Cognitive
3. Affective
4. Metacognitive
Please refer to Learning Objectives document
Developed as part of a SUNY Innovative Instruction Technology Grant (IITG) and
based on Mackey/Jacobson “Reframing Information Literacy as a Metaliteracy” College
& Research Libraries. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.full.pdf
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21. Active Metaliterate Engagement
Basic IL Course:
• Actual creation of information
• Presentation of that information using a web-based
application
• Migration of individual paper-based research guide to
team-based guide using wiki or website
• Addition of data visualization/visual literacy component

22. Team Project from Fall 2012

23. Next MOOC for fall 2013:
#L4LLL
Literacies for Lifelong Learning
(a Metaliteracy MOOC)

24. Thomas P. Mackey, Ph.D. Trudi E. Jacobson, M.L.S
Dean Distinguished Librarian
Center for Distance Learning University Libraries
University at Albany
SUNY Empire State College
SUNY
Tom.Mackey@esc.edu TJacobson@albany.edu