This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Fake News, Real Teens: Problems and PossibilitiesTom Mackey
This presentation is part of a panel held at the Albany Public Library in Albany, New York on Sunday November 4, 2018. It explore the emergence of false and misleading information in a post-truth world and how metaliteracy is a teaching and learning solution to empower individuals to be informed consumers and creative producers of information in a digital world.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Introduction to digital scholarship and digital humanities in the liberal art...kgerber
Introduces the scholarly conversation around the emerging topic of Digital Humanities and how it relates to smaller, liberal arts institutions. The conclusion of the presentation provides examples of ways you can learn more and get involved in the discussion and practice of Digital Humanities and Digital Liberal Arts.
Quezon City Librarians Association Inc sponsored forum on information literacy. Forum speaker is Ms. Elvie B. Lapuz of University of the Philippines Diliman Library.
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Fake News, Real Teens: Problems and PossibilitiesTom Mackey
This presentation is part of a panel held at the Albany Public Library in Albany, New York on Sunday November 4, 2018. It explore the emergence of false and misleading information in a post-truth world and how metaliteracy is a teaching and learning solution to empower individuals to be informed consumers and creative producers of information in a digital world.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Introduction to digital scholarship and digital humanities in the liberal art...kgerber
Introduces the scholarly conversation around the emerging topic of Digital Humanities and how it relates to smaller, liberal arts institutions. The conclusion of the presentation provides examples of ways you can learn more and get involved in the discussion and practice of Digital Humanities and Digital Liberal Arts.
Quezon City Librarians Association Inc sponsored forum on information literacy. Forum speaker is Ms. Elvie B. Lapuz of University of the Philippines Diliman Library.
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
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Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Building Dialogical Collections and ScholarshipSharon Leon
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Keynote Address, Sydney CEO TL ConferenceSyba Academy
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Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
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Online White Nationalism poses a threat to our democracy. This article offers instructional resources teachers can use to empower their students to stand against the white nationalist movement.
Presentacion de webinar: Metaliteracy: Engaging Students Through Assessment a...copdiupr
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This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
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1. 1
Trudi Jacobson and Thomas Mackey
#metaliteracy
Teaching Metaliteracy to Empower
Learners in a Post-Truth World
The Quality of Life Lecture Series
LSU College of Human Sciences & Education
School of Library and Information Science
Center for Computation and Technology’s Theatre
April 13, 2018
2. What we’ll talk about
• The Post-Truth World
• Metaliteracy
• Teaching for Metaliteracy
• Information Literacy, Librarians &
Collaborations
• Q & A
2
5. 5
post-truth – an adjective defined as
‘relating to or denoting circumstances in
which objective facts are less influential
in shaping public opinion than appeals
to emotion and personal belief’.
https://en.oxforddictionaries.com/word-of-the-year/word-of-the-year-2016
6. “In a very fundamental way we, as a free people,
have freely decided that we want to live in some
post-truth world” (Tesich, 1992, p. 13).
6
Tesich, Steve. 1992. The Watergate Syndrome: A Government of Lies.
The Nation. (January). 12-14.
7. “Post-truthfulness exists in an ethical twilight
zone. It allows us to dissemble without
considering ourselves dishonest” (Keyes, 2004, p. 13).
7
Keyes, Ralph. 2004. The Post-Truth Era: Dishonesty and Deception in
Contemporary Life. New York: St. Martin’s Press.
8. • “fake news website production and consumption was
overwhelmingly pro-Trump in its orientation” (Guess,
Nyhan, and Reifler, 2018, p. 10-11)
• “Facebook played an important role in directing
people to fake news websites” (Guess, Nyhan, and Reifler,
2018, p. 11)
• “fact-checking failed to effectively counter fake news”
(Guess, Nyhan, and Reifler, 2018, p. 11)
8
Guess, Andrew, Brendan Nyhan, and Jason Reifler. 2018. Selective Exposure to
Misinformation: Evidence from the consumption of fake news during the 2016 U.S.
presidential campaign. https://www.dartmouth.edu/~nyhan/fake-news-2016.pdf
9. “Our “digital natives” may be able to flit
between Facebook and Twitter while
simultaneously uploading a selfie to Instagram
and texting a friend. But when it comes to
evaluating information that flows through social
media channels, they are easily duped” (p. 4).
9
Wineburg, Sam and McGrew, Sarah and Breakstone, Joel and Ortega, Teresa. (2016).
Evaluating Information: The Cornerstone of Civic Online Reasoning.
Stanford Digital Repository. Available at: http://purl.stanford.edu/fv751yt5934
10. “At present, we worry that democracy is
threatened by the ease at which disinformation
about civic issues is allowed to spread and
flourish” (p. 5).
10
Wineburg, Sam and McGrew, Sarah and Breakstone, Joel and Ortega, Teresa. (2016).
Evaluating Information: The Cornerstone of Civic Online Reasoning.
Stanford Digital Repository. Available at: http://purl.stanford.edu/fv751yt5934
12. “seeking out and interpreting
data in a way that strengthens
our preestablished opinions”
(Sharot, 2017, p. 22).
“Established beliefs can be
extremely resistant to change,
even when scientific evidence is
provided to undermine those
beliefs” (Sharot, 2017, p. 15).
12
Sharot, Tali. 2017. The Influential Mind: What the Brain Reveals About Our Power
to Change Others. New York: Henry Holt and Company.
13. “We are post-truth because we already have and
possess our truths. This has only been amplified
by the postmodern condition, whose little
narratives serve as impenetrable bastions of
certainty” (Kirkpatrick, 2017, p. 331).
13
Kirkpatrick, Andrew. 2017. Understanding in a Post-truth World: Comprehension
and Co-Naissance as Emphatic Antidotes to Post-Truth Politics. Cosmos and
History: The Journal of Natural and Social Philosophy. 312-335.
14. “Metaliterate learners are critically engaged
researchers who can contribute to discourse and
who can also successfully navigate the
information landscape that is riddled with fake
news, alternative facts, biases, and
counterknowledge.”
- Nicole Cooke, 2017, p. 219
14
Cooke, Nicole. A. (2017). Posttruth,
Truthiness, and Alternative Facts: Information
Behavior and Critical Information
Consumption for a New Age. Library
Quarterly, (3), 211.
15. 15
Engage with all intellectual property
ethically and responsibly
https://cdn.pixabay.com/photo/2017/03/30/10/59/social-networking-2187996__480.jpg
16. 16
Produce and share information in collaborative
and participatory environments
17. Protect personal privacy and actively
secure your online information
17https://commons.wikimedia.org/wiki/File:Ap_facebook_dislike.jpg
87 Million Users Exposed to Cambridge Analytica
19. • Promotes critical thinking and collaboration
• Provides a framework to effectively participate in
social media and online communities
• Supports acquiring, producing, and sharing
knowledge in collaborative online communities
19
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
20. “…metaliteracy focuses on
adaptability as information
environments change, and
the critical reflection
necessary to recognize new
and evolving needs in order
to remain adept” (Preface,
p. xv-xvi).
Metaliteracy in Practice
(Jacobson and Mackey, 2016).
21. Metaliteracy in Practice
(Jacobson and Mackey, 2016).
“Metaliteracy applies to all
stages and facets of an
individual’s life. It is not
limited to the academic
realm, nor is it something
learned once and for all”
(Preface, p. xv).
22. Metaliteracy: Reinventing Information
Literacy to Empower Learners
(Mackey and Jacobson, 2014).
“While literacy is focused on
reading and writing, and
information literacy has
strongly emphasized search
and retrieval, metaliteracy is
about what happens beyond
these abilities to promote the
collaborative production and
sharing of information” (p. 6).
23. Metaliteracy: Reinventing Information
Literacy to Empower Learners
(Mackey and Jacobson, 2014).
“The use of the term
metaliteracy suggests a way
of thinking about one’s own
literacy. To be metaliterate
requires individuals to
understand their existing
literacy strengths and areas
for improvement and make
decisions about their
learning” (p. 2).
24. Four Domains of Metaliteracy
Metacognitive:
what learners think
about their own
thinking—a reflective
understanding of
how and why they
learn, what they do
and do not know,
their preconceptions,
and how to continue
to learn).
Cognitive: what
students should
know upon
successful
completion of
learning activities—
comprehension,
organization,
application,
evaluation)
Affective:
changes in
learners’ emotions
or attitudes
through
engagement with
learning activities)
Behavioral: what
students should be
able to do upon
successful
completion of
learning activities—
skills,
competencies
Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
25. Learner Roles
Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
26. I’d love to
see my
students
take on the
role of…
Quick Reflection
28. • Foster lifelong learning competencies for self-regulation
and learner agency
• Require a supportive pedagogy for students to take on
active roles as participants, contributors and teachers
• Encourage reflective, student-centered learning, and
critical engagement
• Inspire students to take ownership of their learning
28
O’Brien, K., Forte, M., Mackey, T. P., Jacobson, T.E., “Metaliteracy as Pedagogical
Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera
and Canvas.” Vol. 9, No. 3. Open Praxis. 2017.
as Pedagogical Framework
30. Recognize that learners are also teachers
and teach what you know or learn
30
https://www.vox.com/2018/3/19/17139654/march-for-our-lives-dc-march-24-protest
31. Metaliteracy as Pedagogical Framework for
Learner-Centered Design in Three MOOC
Platforms: Connectivist, Coursera and
Canvas
“Metacognition is a key learning
domain within metaliteracy.
Metaliteracy as a pedagogy can
therefore support the connectivist
focus on autonomous and self-
regulated learners, as learners who
do not reflect on their thinking and
learning are incapable of self-
regulation” (O’Brien, Forte, Mackey,
and Jacobson, 2017).
32. Open Pedagogy
• Open is a purposeful path towards connection and
community
• Open pedagogy is a blend of strategies, technologies,
and networked communities that make the process
and product of education more transparent,
understandable and available to all involved
• Increased adoption of open pedagogy would lead to
more cross-institutional collaborations
Mary Grush, Open Pedagogy: Connection, Community, and Transparency: A Q & A with Tom Woodward. 2014.
Https://campustachnology.com
32
33. Open Learning
“The next step in the revolutionary
potential of the OER movement is
in using technology to make
instruction, as well as materials,
accessible to the widest possible
audience of learners and, at the
same time, improve teaching and
learning” (Thille, 165).
Opening Up Education
Edited by Iiyoshi and Kumar (2008)
37. Scholarship as Conversation
Communities of scholars, researchers or
professionals engage in sustained discourse with
new insights and discoveries occurring over time
as a result of varied perspectives and
interpretations.
Knowledge Practices
Dispositions
37
38. Role for Librarians
Librarians and libraries can contribute to their
institutions most significantly in the future by
fostering communities of inquiry that model a
discourse of trust, where:
• experts and authorities are questioned and
interrogated with respect and with informed
skepticism;
Gibson and Jacobson. Habits of Mind in an Uncertain World. RUSQ, 57(3): 191.
38
39. Role for Librarians
• where those communities of inquiry include
colleagues within and beyond the library, as
well as community members and alumni; and
• where students themselves join those
communities and grapple with big challenges
and the confusing welter of the scholarly
information landscape in appropriately
calibrated ways
Gibson and Jacobson. Habits of Mind in an Uncertain World. RUSQ, 57(3): 191.
39
40. Collaborations
Librarians and disciplinary faculty bring unique strengths to the:
– Teaching of metaliteracy and information literacy
– Analysis and evaluation of information
– Application of metaliteracy learning goals and objectives
– Integration of Open Educational Resources (OERs)
– Sharing ideas about instructional design and emerging
pedagogical technologies
– Development of open, innovative pedagogies
It is only by working closely together that an in-depth, sustained, and
effective educational effort will occur
40
42. Thomas Mackey, Ph.D.
Professor of Humanities and Arts
Department of Literature, Communication,
and Cultural Studies
SUNY Empire State College
Tom.Mackey@esc.edu
@TomMackey
Trudi Jacobson, M.L.S., M.A.
Distinguished Librarian
Head, Information Literacy Department
University Libraries
University at Albany, SUNY
Tjacobson@albany.edu
@PBKTrudi
42Follow us at Metaliteracy.org: https://metaliteracy.org/