In this newest book in their series, the authors carefully examine the central role of learners as producers of information, a foundational idea for the metaliteracy framework and one that's more important than ever in our current media and information environment. They emphasize the active role today's learners play as individual and collaborative metaliterate producers of information in various forms, including writing, digital stories, digital artifacts, and multimedia productions. The authors explore a range of connected social settings from online courses to social media to open learning environments. Featuring a new metaliteracy diagram that defines the core components of metaliteracy as well as several illustrative case studies, this book <ul> <li>offers an overview of the development of the metaliterate producer through metaliteracy's goals, learning objectives, learning domains, active learner roles, and associated characteristics;</li> <li>examines the ethical responsibilities of creating information and building connected communities of trust;</li> <li>explores the ways in which metaliteracy provides scaffolding for open pedagogical settings, encouraging students to understand and embrace their active roles;</li> <li>analyzes the conjunctions of metaliteracy and open pedagogy in courses with disparate permutations pertinent to the courses' learning objectives;</li> <li>shows how to embed metaliteracy learning activities in blended and online learning environments, illustrated through descriptive examples from several courses; and</li> <li>provides customizable learning activities designed to advance dispositions important to metaliterate producers, such as an open mindset, critical thinking, and embracing digital citizenship.</li> </ul>

Metaliteracy in a Connected World: Developing Learners as Producers

Mackey, Thomas P.

Jacobson, Trudi E.

Reference

ALA Neal-Schuman

As online learning becomes increasingly popular and widespread, librarians and faculty need new models for developing information literacy instruction in online environments. In this book, Thomas P. Mackey, Interim Dean at the Center for Distance Learning, SUNY Empire State College and Trudi E. Jacobson, Dudley Award Winner and Head User Education Librarian at SUNY Albany explore innovative faculty-librarian partnerships for teaching information literacy online. This edited volume includes a foreword by noted online learning scholar Terry Anderson, Professor and Canada Research Chair in Distance Education at Athabasca University. All of the contributions to this book are co-written by faculty-librarian teams, providing a global perspective from the UK's Open University and the University of Manchester, and from a number of U.S. institutions including the University of Central Florida, and Indiana State University. Each chapter fuses pedagogical, disciplinary, and technological issues and covers practical approaches to hybrid, blended, open, and fully online courses and programs. Several disciplines are represented at the undergraduate and graduate levels, including Business and Accounting, Computer and Library Science, History, English, Women’s Studies, Education, and Social Work, as well as Curriculum Instruction and Media Studies. To help readers replicate the models in this book, each chapter includes an emphasis on program planning, best practices, potential challenges, and effective assessment strategies for improving student learning. Author teams describe technology innovations using reusable learning objects, Web 2.0 tools, learning management systems, open wiki environments, online portals, and the virtual world of Second Life.

Teaching Information Literacy Online

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
<ul>
<li>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</li>
<li>Offer a framework for engaging in today's information environments as active, selfreflective, and critical contributors to these collaborative spaces</li>
<li>Connect metaliteracy to such topics as metadata, the Semantic Web, metacognition, open education, distance learning, and digital storytelling</li>
</ul>
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.

Metaliteracy: Reinventing Information Literacy to Empower Learners

Metaliteracy

Computers & Technology

Facet Publishing

As online learning becomes increasingly popular and widespread, librarians and faculty need new models for developing information literacy instruction in online environments. In this new book, respected authors Thomas P. Mackey and Trudi E. Jacobson explore innovative faculty-librarian partnerships for teaching information literacy online. All of the contributions to this edited volume are co-written by faculty-librarian teams, providing a global perspective from the UK's Open University and the University of Manchester, and from a number of US institutions including the University of Central Florida and Indiana State University. Each chapter fuses pedagogical, disciplinary and technological issues, and covers practical approaches to hybrid, blended, open and fully online courses and programs. A number of disciplines are represented at undergraduate and graduate levels, including Business and Accounting, Computer and Library Science, History, English, Women's Studies, Education and Social Work, as well as Curriculum Instruction and Media Studies. To help readers replicate the models in this book, each chapter has an emphasis on program planning, best practices, potential challenges and effective assessment strategies for improving student learning. Author teams describe technology innovations using reusable learning objects, Web 2.0 tools, learning management systems, open wiki environments, online portals and the virtual world of Second Life. Through a combination of research and valuable real-life success stories, this cutting-edge new resource will help faculty and librarians foster effective collaborations and provide students with positive online learning experiences.

Teaching Information Literacy Online (Facet Publications (All Titles as Published))

Literature & Fiction

Jacobsen, Trudi E.

History & Criticism

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