Education Commons^™

Exploring The Role Of Information Literacy Instruction In Student Co-Creation Of Community-Based Research Products, Robyn Hall

Communications in Information Literacy

Supported by institutional commitments to community engagement, undergraduate students at universities across North America are participating in community-based research projects. These experiential learning activities allow students to collaborate with community partners to address issues in their communities, often resulting in co-creating research products that seek to have a real-world impact. This article reports on ways that academic librarians can support students engaged in these activities, informed by interview data gathered from university administrators and faculty members from across Canada with expertise in conducting and overseeing students' participation in research connected to university–community partnerships. This growing area of scholarly activity in …

Teaching Internationally, Learning Collaboratively: Intercultural Perspectives On Information Literacy And Metaliteracy (Ipilm), Joachim Griesbaum, Stefan Dreisiebner, Thomas P. Mackey, Trudi E. Jacobson, Tessy Thadathil, Subarna Bhattacharya, Emina Adilović

Communications in Information Literacy

Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourse- oriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning …

Metacognitive Awareness For Il Learning And Growth: The Development And Validation Of The Information Literacy Reflection Tool (Ilrt), Sara Robertson, Michele Burke, Kimberly Olson-Charles, Reed Mueller

Communications in Information Literacy

This article describes the development and validation of the Information Literacy Reflection Tool (ILRT), a metacognitive self-assessment for use with undergraduate researchers. It was developed as a teaching and learning tool with the intent to help students recognize and engage the metacognitive domain as a step toward developing personal agency and self-regulation as lifelong, metaliterate learners. Throughout the scale development, three studies were conducted with nine expert reviewers and 44 community college students to consider content and face validity and 542 community college students as part of an item-reduction and construct validation effort. The resulting scale is most appropriately construed …

Aligning Metaliteracy With Self-Directed Learning To Expand Assessment Opportunities, Trudi E. Jacobson, Thomas P. Mackey, Jako Olivier

University Libraries Faculty Scholarship

Metaliteracy is a holistic model that emphasises information-related knowledge attainment whilst challenging individuals to take charge of their learning strategies and goals. It prepares learners to become informed consumers and responsible producers of information. Metacognition is a core concept in metaliteracy, just as it is in swelf-directed learning (SDL) and in methods of assessment appropriate to SDL, such as assessment as learning (AaL) and assessment for learning (AfL). This congruence provides clear avenues for using metaliteracy’s framework in ways that support SDL. The first part of the chapter explores metaliteracy and its connections with SDL and assessment. The remainder of …

Embedding Metaliteracy In Learning Design To Advance Metacognitive Thinking: From Oer To Moocs, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

No abstract provided.

Visualizing The Convergence Of Metaliteracy And The Information Literacy Framework, Trudi E. Jacobson, Thomas P. Mackey, Kelsey L. O'Brien

University Libraries Faculty Scholarship

Displaying information in a visual manner frequently enhances clarity. Highlighting thematic elements and their interrelationships can lead to understanding, even insights, that might not otherwise happen. While words describe, well-conceived graphics illuminate in both subtle and overt ways. Synergies between word and image are especially powerful.

The visualization at the heart of this chapter makes connections between two separate but related frameworks: information literacy and metaliteracy. The ACRL Framework for Information Literacy for Higher Education acknowledges that it was influenced by metaliteracy, and in particular metacognition.1 Metaliteracy emerged prior to the development of the ACRL Framework and was similarly designed …

Foregrounding Documentation Within Metaliteracy, Marc Kosciejew

Proceedings from the Document Academy

Documentation plays a central role in metaliteracy. When individuals engage in metaliterate practices of creating, sharing, and assessing information, they are, in fact, engaging in practices with documents. Yet, while the goals and objectives of metaliteracy implicitly acknowledge documentation, they do not explicitly emphasize the fundamental roles played by it in helping facilitate and enable various metaliterate practices. This article aims to make these roles explicit.

By foregrounding documentation – specifically documents and their associated practices – within metaliteracy, this article argues for the recognition of the fundamental roles played by documents and their associated practices within metaliterate practices and …

Developing Ethical, Responsible, And Reliable Information Producers, Trudi E. Jacobson

University Libraries Faculty Scholarship

The university course that I teach addresses information literacy and metaliteracy, derived from both the Association of College & Research Libraries Framework for Information Literacy for Higher Education and metaliteracy's roles (https://metaliteracy.org/ml-in-practice/metaliterate-learner-roles/) and learning domains, respectively. The course uses Wikipedia editing to bring home a number of important concepts and practices to students, These include the frames Information Has Value (in particular, we consider gender issues connected to Wikipedia editing and content), Searching as Strategic Exploration, and Information Creation as a Process. The metacognitive and affective learning domains are highlighted, and two metaliteracy themes, Engage with Intellectual Property …

Developing Metaliterate Citizens: Designing And Delivering Enhanced Global Learning Opportunities, Trudi E. Jacobson, Thomas P. Mackey, Kelsey L. O'Brien

University Libraries Faculty Scholarship

Metaliteracy, originally developed in 2010 as a response to a then-limited conception of information literacy, provides a pedagogical model for thinking and knowing in a social media age that has allowed for the proliferation of false and misleading information. It is vital that individuals be thoughtful and critical consumers of information, and also responsible and ethical information creators and sharers. Metaliterate learners are developed across academic disciplines through teaching and learning that support self-direction, collaboration, participation, and metacognitive thinking. The creation of innovative, collaborative, and open online learning environments that apply the metaliteracy goals and learning objectives is imperative for …

Open Educational Practices And Reflective Dialogue: The Role Of The Framework For Information Literacy, Craig Gibson, Trudi E. Jacobson

University Libraries Faculty Scholarship

No abstract provided.

The Relationship Between Metaliteracy Pretest, Posttest, And Metacognitive Strategies For Library Research Skills Scale: Creating A Metaliteracy Course For Online Ed.D. Students, Melissa D. Atkinson

Library Research and Publications

The purpose of this quantitative, quasi-experimental, exploratory study was to create a metaliteracy course for online Ed.D. students and determine if there was a relationship between the Metacognitive Strategies for Library Research Skills Scale, Metaliteracy Pretest, and Metaliteracy Posttest. Library literature is lacking on assessment of information literacy skills as determined by a new term, metaliteracy, and the goals and objectives associated with this new term. A course was created in the researcher’s institution’s learning management system, Canvas, using metaliteracy goals and objectives. The researcher developed a pretest and posttest using the goals and objectives of metaliteracy to assess students’ …

Habits Of Mind In An Uncertain World, Craig Gibson, Trudi E. Jacobson

University Libraries Faculty Scholarship

The current political and cultural polarization in the United States and other countries has significant implications for all educational institutions and for libraries and librarians. The interrelated issues of trust, credibility, and authority now present major challenges because of the uncertainty of the social media environment, competing information “bubbles,” and enduring cognitive biases. The accelerating fragmentation of the media and information ecosystems undermines communal understanding of large and complex issues that citizens must face. To address this profound societal challenge, academic librarians should collaborate with faculty members to create communities of inquiry for students—sustained “high impact practices” that address the …

Metaliteracy As Pedagogical Framework For Learner-Centered Design In Three Mooc Platforms: Connectivist, Coursera And Canvas, Kelsey L. O'Brien, Michele Forte, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a …