Primary tabs
You don't need to be an ALA Member to purchase from the ALA Store, but you'll be asked to create an online account/profile during the checkout to proceed. This Web Account is for both Members and non-Members. Note that your ALA Member discount will be applied at the final step of the checkout process.
If you are Tax-Exempt, please verify that your account is currently set up as exempt before placing your order, as our new fulfillment center will need current documentation. Learn how to verify here.
- Description
- Table of Contents
- About the authors
- Reviews
Today's learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In Metaliteracy, respected information literacy experts Mackey and Jacobson present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share) prevalent in today's world. Combining theory and case studies, the authors
- Show why media literacy, visual literacy, digital literacy, and a host of other specific literacies are critical for informed citizens in the twenty-first century
- Offer a framework for engaging in today's information environments as active, selfreflective, and critical contributors to these collaborative spaces
- Connect metaliteracy to such topics as metadata, the Semantic Web, metacognition, open education, distance learning, and digital storytelling
This cutting-edge approach to information literacy will help your students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers.
AcknowledgmentsForeword by Sheila A. WebberPreface Chapter 1: Developing a Metaliteracy Framework to Promote Metacognitive LearningMetaliteracyThe Meta in MetaliteracyMetacognitionToward a Metaliteracy Framework
Multiple IntelligencesMultiliteraciesMultimodal LiteracyTransliteracyMetacompetency and Convergence
The Metaliteracy ModelConclusionReferences Chapter 2: Metaliteracy in the Open Age of Social MediaTrends in Social Media
Social and Visual NetworkingBlogs and MicroblogsGlobal Mobility
From Information Age to Post-Information Age
The Information AgeThe Post-Information Age
The Open Age of Social Media
ParticipationOpennessMetadata and the Semantic Web
ConclusionReferences Chapter 3: Developing the Metaliterate Learner by Integrating Competencies and Expanding Learning ObjectivesRelated LiteraciesDiscrete Literacies
Media LiteracyDigital LiteracyCyberliteracyVisual LiteracyMobile LiteracyCritical Information LiteracyHealth Literacy
Combined Literacies
TransliteracyNew Media LiteracyICT LiteracyInformation Fluency
Metaliteracy Learning Goals and Objectives
Goal 1: Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikisGoal 2: Understand personal privacy, information ethics, and intellectual property issues in changing technology environmentsGoal 3: Share information and collaborate in a variety of participatory environmentsGoal 4: Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goalsIntegrating the Four DomainsThe Metaliterate Learner
ConclusionReferences Chapter 4: Global Trends in Emerging LiteraciesInternational Trends in Open EducationLiteracy Initiatives from International Organizations
UNESCO
UNESCO's Media and Information LiteracyOERs
The Prague Declaration: Anticipating Later MIL Initiatives
IFLA
The Bologna Process and the Tuning ProjectEvolving Information Literacy Frameworks
Examples of Recent Information Literacy Frameworks
United Kingdom: Seven Pillars of Information Literacy
2011 SCONUL Seven Pillars Model
Revised Pillars and Graphical Representation
Convergences between Metaliteracy and the Seven Pillar Models
Adaptations via Lenses
Hong Kong: Information Literacy Framework for Hong Kong Students
ConclusionReferences Chapter 5: Survey of the Field: From Theoretical Frameworks to PraxisResearch Questions Methods
Survey DesignDistribution Method
Results
Response RateDemographicsSurvey Results
Teaching BackgroundTechnology Infrastructure and Support
Knowledge of Literacies and Literacy Frameworks
Components of Information Literacy Teaching
Changing Information Environment
Data Analysis
AgeLiteracies to Include in Information Literacy InstructionPreparation Levels and Required Technologies
Discussion and Implications for Further Research
PopulationsIncreased Awareness of Evolving LiteraciesThe State of the Literature/The State of Awareness
ConclusionReferencesAppendix 5.1: Survey—Information Literacy as a Metaliteracy Chapter 6: The Evolution of a Dedicated Information Literacy Course Toward MetaliteracyEvolving Information Literacy General Education RequirementTransformations to the Final Project in the Information Literacy Course Taught by Librarians
Team-Based Learning and Its Effect on the Research GuideTopic Selection for Final ProjectsImplementation of Wiki
Goals for the Project Revision
Analysis of Wiki Project Based on Elements of TransparencyStudent Perceptions of Wiki
Additional Metaliteracy ElementsEvolution Toward Information Literacy as a Metaliteracy
Expanded Information Literacy General Education CourseA New, Social Media-Focused CourseApplication Exercises to Enhance Metaliteracy Skills by Gregory Bobish
Exercise 1: YouTube Video Removal ExerciseExercise 2: Primary Information: Finding Experts via Blogs and Twitter
Remix Final Project
Expanding Discomfort, Expanding KnowledgeReferences Chapter 7: Exploring Digital Storytelling from a Metaliteracy PerspectiveInstitutional Context
SUNY Empire State CollegeCenter for Distance LearningCollege-Level Learning Goals
Digital StorytellingLearning Design
Learning ObjectivesCreating Digital Stories
Mapping the Metaliteracy Model to Digital StorytellingConclusionReferences About the AuthorsIndex
"This book is of great value to any librarian seeking to find ways to integrate literacy into a classroom. It will also be useful to any instructional designer wanting to integrate the ever-growing number of literacies into the development sessions offered to faculty."
— ARBA
"A broad audience of educators at many levels will benefit from this well constructed, formatted, and developed study of how best to reach today's learners."
— Catholic Library World
"A valuable contribution to the discussion of information and related literacies that successfully pushes the discussion into areas of reflective learning and acknowledges the challenges and opportunities of new technologies. The volume will likely be of interest to instruction librarians, especially in higher education settings, and to library science faculty who teach in areas of library instruction and information and related literacies."
— Library & Information Science Research
"The authors do an excellent job explaining the theoretical framework for their metaliteracy model, and anyone with an interest in the future of information literacy would find this section thought-provoking … The imminent completion of the ACRL Framework makes this book a timely and valuable addition to the ongoing debate about the future of information literacy."
— Portal
"A concise, informative, and well-written volume. Their style and voice have the practiced ease of familiarity."
— Serials Review