Metaliteracy

Transliteracy
Wendy Stephens
Wednesday, April 23, 2014
Alabama Library
Association

http://simplebooklet.com/publish.php?wpKey=zwTY8mLCC3wV31ORtETcye#page=0

The Transliteracies Research Project defines
transliteracy “as the experience of ‘text-plus’ media
by individuals and groups in digital, networked
information environments. The ‘plus’ indicates the
zone of negotiation—of mutation, adaptation,
cooptation, hybridization, etc.—by which the older
dialogue among print, writing, orality, and
audiovisual media commonly called ‘text’ enters
into new relations with digital media and with
networked communication technologies.”

“Metaliteracy promotes critical thinking and
collaboration in a digital age, providing a comprehensive
framework to effectively participate in social media and
online communities. It is a unified construct that
supports the acquisition, production, and sharing of
knowledge in collaborative online communities.
Metaliteracy challenges traditional skills-based
approaches to information literacy by recognizing related
literacy types and incorporating emerging technologies.
Standard definitions of information literacy are
insufficient for the revolutionary social technologies
currently prevalent online” (Mackey & Jacobson,
Reframing Information as a Metaliteracy, 2011, 62-78)

Mackey & Jacobson, “Reframing Information as a Metaliteracy,”
2011, 62-78

What’s new What’s not
Social media
Collaborative online
communities
“Transient and free-
flowing”
Dynamic
Different product forms
Information literacy
Critically evaluate, share,
and produce content
Acquire, produce, share
knowledge

Social media is becoming more visual…
63% of social media involves images
32% of social media involves videos

http://bighugelabs.com/motivator.php

https://audioboo.fm/boos/1991436-fifth-grade-fever-3-14-14-pi-day#t=2m31s

Why? “Art makes data sticky.”

http://usergeneratededucation.wordpress.com/tag/maslows-hierarchy/

Seminal resources, no longer updated
http://librariesandtransliteracy.wordpress.com/
http://transliteracyresearch.wordpress.com/
http://crln.acrl.org/content/71/10/532.full
http://firstmonday.org/article/view/2060/1908
Mackey, T.P. & Jacobson, T.E. (2011) “Reframing Information Literacy as a
Metaliteracy.” College & Research Libraries 72, 1. 62-78.
http://comminfo.rutgers.edu/~tefko/Courses/e553/Readings/Mackey%20Metalitreac
y%20CLR%202011.pdf

Tools of
Metaliteracy
Carolyn Jo Starkey
SVHS/JCIB/SVTA
Alabama State University
Alabama Library Association Annual Conference
Wednesday, April 23, 2014www.yourspeakeasy.com

http://avalaunchmedia.com/infographics/the-complete-
history-of-social-media

blog.speaksocial.n
et
We
started
talking…

http://www.edudemic.com/internet-minute-infographic/

Developed in 2008 by
Brian Solis, The
Conversation Prism is a
visual map of the social
media landscape. It’s an
ongoing study in digital
ethnography that tracks
dominant and promising
social networks and
organizes them by how
they’re used in everyday
life.
The Conversation Prism 2008

…the information
superhighway has given way
to a collaborative social
network. Information in this
decentered environment is
fragmented and transient,
requiring new approaches to
literacy education.
--Mackey and Jocobson,
(2014), p. 8

As a reframing of
information literacy,
it (metaliteracy)
highlights
metacognition, or
thinking about one’s
thinking, as an
essential reflective
practice for self-
empowerment,
participation, and
cooperation in
today’s open social
media environment.
http://nelig.acrlnec.org/content/2013-annual-
program-abstracts

“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.”
–Jacobson and Mackey, 2013

For some students, metaliteracy may be a way to augment
their practice of the tools they already use by encouraging
them to evaluate user feedback and dynamic content
critically, create contexts for user-generated information,
and understand privacy, ethics, and intellectual property
issues in a shifting information landscape. For others, the
framework of metaliteracy creates an imperative for
educators to increase student access to and understanding
of the tools, skills, and knowledge they need to succeed in
the world and to be active participants.
--Stephanie Debner
(http://www.pcc.edu/library/about/metaliteracy)

Every day, I see students who are adept with
mobile technology, but cannot attach a
document to an email or complete tasks on
a computer that would be assumed
competencies in many workplace situations.
Likewise, I also see students who are very
good at finding information and fairly savvy
about evaluating it, but feel disconnected
from the idea that they themselves are
information producers.
--Stephanie Debner

Metaliteracy asks us to think about what
constitutes a literate person in
contemporary American society. It also asks
us how we can reconfigure our pedagogical
philosophy and teaching practices to ensure
that our students leave our institutions
equipped to access and participate in the
many information communities available to
them.
--Stephanie Debner

Innovative Method of Tracking
Competencies: Badging

Innovative Method of Tracking
Competencies: Badging
1.Master Evaluator
2.Digital Citizen
3.Producer &
Collaborator
4.Empowered

Metaliteracy

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Metaliteracy