Metaliteracy in Practice

by Trudi E. Jacobson (Editor), Thomas P. Mackey (Editor)

Overview

In their earlier book Metaliteracy, the authors offered a framework for engaging in complex information environments through key skills such as media literacy, visual literacy, and digital literacy. Now, they move that comprehensive structure for information literacy firmly into real-world practice, highlighting the groundbreaking work of librarians and faculty who are already applying the metaliteracy model in distinctive teaching and learning settings. Representing multiple disciplines from a range of educational institutions, this book explores:•relationships among metaliteracy, digital literacy, and multimodal literacy;•incorporating the ACRL Framework for Information Literacy for Higher Education;•the metaliteracy model and emerging technologies;•flexible course design and social media;•students as creators of information;•application of metaliteracy in specialized environments, such as nursing education;•metaliteracy and institutional repositories;•LibGuides as a student information creation tool;•the metacognitive dimension of research-based learning;•metaliteracy as empowerment in undergraduate learning outcomes;•agency and the metaliterate learner;•metaliteracy, agency, and praxis.The case studies presented in this valuable resource demonstrate how librarians and educators can help students effectively communicate, create, and share information in today’s participatory digital environments.

Product Details

ISBN-13:	9780838913888
Publisher:	American Library Association
Publication date:	11/24/2015
Sold by:	Barnes & Noble
Format:	eBook
Pages:	224
File size:	1 MB

About the Author

Trudi E. Jacobson, Distinguished Librarian, is Head of the Information Literacy Department at the University Libraries, University at Albany. Her professional interests focus on team-based and other forms of active learning, learner motivation, digital badging, and, of course, metaliteracy, a concept Tom Mackey and she developed in response to inadequate conceptions of information literacy in a rapidly changing information environment.

Thomas P. Mackey is Professor in the Department of Arts and Media at SUNY Empire State College. His professional interests emphasize metaliterate learning and the design of innovative social spaces to promote critical engagement with emerging technologies. His collaborative work with Trudi Jacobson to originate the metaliteracy framework promotes the reflective learner as producer and participant in dynamic information environments. They both lead the Metaliteracy Learning Collaborative on the development of metaliteracy-related research, writing, teaching, grant projects, and the design of innovative learning spaces using competency-based digital badging and massive open online courses (MOOCs).

Table of Contents

Metaliteracy in Practice Contents Figures and Tables Foreword Preface Acknowledgments Chapter 1. Revising for Metaliteracy: Flexible Course Design to Support Social Media Pedagogy Chapter 2. The Politics of Information: Students as Creators in a Metaliteracy Context Chapter 3. Metaliteracy Learning of RN to BSN Students: A Fusion of Disciplinary Values and Discourses Chapter 4. Where Collections and Metaliteracy Meet: Incorporating Library-Owned Platforms into Open and Collaborative Library Instruction Chapter 5. Empowering Learners to Become Metaliterate in a Digital and Multimodal Age Chapter 6. Metacognition Meets Research-Based Learning in the Undergraduate Renaissance Drama Classroom Chapter 7. Promoting Empowerment through Metaliteracy: A Case Study of Undergraduate Learning Outcomes Chapter 8. Developing Agency in Metaliterate Learners: Empowerment through Digital Identity and Participation Chapter 9. Metaliteracy, Networks, Agency, and Praxis: An Exploration About the Editors and Contributors Index

Editorial Reviews

04/01/2016
Since the unveiling of the Association of College and Research Library's Framework for Information Literacy for Higher Education, the interest in and the number of works published about metaliteracy has increased exponentially. The newest endeavor by Jacobson (information literacy, Univ. at Albany) and Mackey (vice provost for academic programs, State Univ. New York Empire State Coll.) is a collection of case studies and empirical research about this latest trend in library practice. Each chapter details a different aspect of metaliteracy, from participatory learning to metacognition. Particularly helpful to those librarians struggling to incorporate the Framework into their instruction classes are the chapters on revising old material to meet the new standards. These sections are replete with examples of revised assignments, skills mapping, and outcomes and objectives. The one drawback to this work is the relative lack of information on one-shot instruction sessions. Most of the case studies describe semesterlong courses, with only a few mentioning 50- or 70-minute programs. VERDICT A helpful addition to the instruction librarian's bookshelf. Academic librarians will find this works well in conjunction with Jacobson and Mackey's previous work, Metaliteracy: Reinventing Information Literacy To Empower Learners.—Jennifer A. Townes, Atlanta Univ. Ctr. Lib.

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