METALITERACY: Reinventing Information Literacy to Empower Learners
Contents
Acknowledgments
Foreword
Preface
Chapter 1: Developing a Metaliteracy Framework to Promote Metacognitive Learning
Metaliteracy
The Meta in Metaliteracy
Metacognition
Toward a Metaliteracy Framework
Multiple Intelligences
Multiliteracies
Multimodal Literacy
Transliteracy
Metacompetency and Convergence
The Metaliteracy Model
Conclusion
References
Chapter 2: Metaliteracy in the Open Age of Social Media
Social and Visual Networking
Blogs and Microblogs
Global Mobility
The Information Age
The Post-Information Age
Participation
Openness
Metadata and the Semantic Web
References
Chapter 3: Developing the Metaliterate Learner by Integrating Competencies and Expanding Learning Objectives
Related Literacies
Media Literacy
Digital Literacy
Cyberliteracy
Visual Literacy
Mobile Literacy
Critical Information Literacy
Combined Literacies
Transliteracy
New Media Literacy
Information 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 wikis.
Goal 3: Share information and collaborate in a variety of participatory environments.
Goal 4: Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals.
The Metaliterate Learner
Conclusion
References
Chapter 4: Global Trends in Emerging Literacies
International Trends in Open Education
Literacy Initiatives from International Organizations
UNESCO’s Media and Information Literacy
OERs
The Prague Declaration: Anticipating Later MIL Initiatives
IFLA
The Bologna Process and the Tuning Project
Evolving Information Literacy Frameworks
United Kingdom: Seven Pillars of Information Literacy
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
Conclusion
References
Chapter 5: Survey of the Field: From Theoretical Frameworks to Praxis
Research Questions
Response Rate
Demographics
Technology Infrastructure and Support
Knowledge of Literacies and Literacy Frameworks
Components of Information Literacy Teaching
Changing Information Environment
Data Analysis
Literacies to Include in Information Literacy Instruction
Preparation Levels and Required Technologies
Populations
Increased Awareness of Evolving Literacies
The State of the Literature/The State of Awareness
Conclusion
References
Appendix 5.1: Information Literacy as a Metaliteracy
Chapter 6: The Evolution of a Dedicated Information Literacy Course toward Metaliteracy
Evolving Information Literacy General Education Requirement
Transformations to the Final Project in the Information Literacy Course Taught by Librarians
Team-Based Learning and Its Effect on the Research Guide
Topic Selection for Final Projects
Implementation of Wiki
Goals for the Project Revision
Analysis of Wiki Project Based on Elements of Transparency
Student Perceptions of Wiki
Additional Metaliteracy Elements
Expanded Information Literacy General Education Course
A New, Social Media–Focused Course
Exercise 1: YouTube Video Removal Exercise
Exercise 2: Primary Information: Finding Experts via Blogs and Twitter
Remix Final Project
Expanding Discomfort, Expanding Knowledge
References
Chapter 7: Exploring Digital Storytelling from a Metaliteracy Perspective
SUNY Empire State College
CDL
College-Level Learning Goals
Digital Storytelling
Learning Design
Learning Objectives
Creating Digital Stories
Mapping the Metaliteracy Model to Digital Storytelling
Conclusion
References
About the Authors
Index