Apr 2014 | 250pp

Price: 49.95
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Reinventing information literacy to empower learners

Thomas P. Mackey and Trudi E. Jacobson

This new book presents a comprehensive structure for information literacy theory that 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.

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 their new book, 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 21st century; offer a framework for engaging in today’s information environments as active, self-reflective, and critical contributors to these collaborative spaces; and connect metaliteracy to such topics as metadata, the semantic web, metacognition, open education, distance learning, and digital storytelling.

Readership: Any librarian involved in teaching information literacy, LIS students, academics and researchers.

Foreword - Sheila A. Webber

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  

2. Metaliteracy in the open age of social media

  • Trends in Social Media
  • Social and Visual Networking
  • Blogs and Microblogs
  • Global Mobility
  • From Information Age to Post-Information Age
  • The Information Age
  • The Post-Information Age
  • The Open Age of Social Media
  • Participation
  • Openness
  • Metadata and the Semantic Web
  • Conclusion
  • References  

3. Developing the metaliterate learner by integrating competencies and expanding learning objectives

  • Related Literacies
  • Discrete Literacies
  • Media Literacy
  • Digital Literacy
  • Cyberliteracy
  • Visual Literacy
  • Mobile Literacy
  • Critical Information Literacy
  • Health Literacy
  • Combined Literacies
  • Transliteracy
  • New Media Literacy
  • ICT 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 2: Understand personal privacy, information ethics, and intellectual property issues in changing technology
  • environments
  • 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
  • Integrating the Four Domains
  • The Metaliterate Learner
  • Conclusion
  • References  

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
  • 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
  • Conclusion
  • References  

5. Survey of the field: from theoretical frameworks to praxis

  • Research Questions 
  • Methods
  • Survey Design
  • Distribution Method
  • Results
  • Response Rate
  • Demographics
  • Survey Results
  • Teaching Background
  • Technology Infrastructure and Support
  • Knowledge of Literacies and Literacy Frameworks
  • Components of Information Literacy Teaching
  • Changing Information Environment
  • Data Analysis
  • Age
  • Literacies to Include in Information Literacy Instruction
  • Preparation Levels and Required Technologies 
  • Discussion and Implications for Further Research
  • Populations
  • Increased Awareness of Evolving Literacies
  • The State of the Literature/The State of Awareness
  • Conclusion
  • References
  • Appendix 5.1: Survey—Information Literacy as a Metaliteracy  

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
  • Evolution Toward Information Literacy as a Metaliteracy 
  • Expanded Information Literacy General Education Course
  • A New, Social Media-Focused Course
  • Application Exercises to Enhance Metaliteracy Skills by Gregory Bobish
  • Exercise 1: YouTube Video Removal Exercise 
  • Exercise 2: Primary Information: Finding Experts via Blogs and Twitter
  • Remix Final Project
  • Expanding Discomfort, Expanding Knowledge
  • References  

7. Exploring digital storytelling from a metaliteracy perspective

  • Institutional Context
  • SUNY Empire State College
  • Center for Distance Learning
  • College-Level Learning Goals
  • Digital Storytelling
  • Learning Design
  • Learning Objectives
  • Creating Digital Stories
  • Mapping the Metaliteracy Model to Digital Storytelling
  • Conclusion
  • References

"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."

"Overall, the book is a welcome contribution. It succeeds in presenting a sound and needed alternative to what the authors term ‘skill based literacy’"
- Information Research

Thomas P. Mackey PhD is the Dean at the Center for Distance Learning at SUNY Empire State College in Saratoga Springs, New York. His teaching and research interests involve information literacy, teaching with technology, web-based multimedia, and social informatics. He also co-edited Information Literacy Collaborations That Work and Teaching Information Literacy Online with Trudi E. Jacobson. 

Trudi E. Jacobson MLS is currently Librarian and Head of the Information Literacy Department at the University of Albany, SUNY and is known nationally for her seminal scholarship in the field of information literacy instruction. She has authored or edited numerous books and published articles in a number of journals.

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