Metaliterate learning for the post-truth world

Title:

ISBN:

9780838917763

Publication:

Chicago : ALA Neal-Schuman, 2019.

Physical Description:

xxvi, 230 pages : illustrations ; 23 cm

Contents:

Empowering metaliterate learners for the post-truth world / Thomas P. Mackey -- The materiality of metaliteracy: a documentary approach and perspective for information and literacy practices in the post-truth era / Marc Kosciejew -- Inoculation theory and the metaliterate learner / Josh Compton -- Constructing scientific literacy through metaliteracy: implications for learning in a post-truth world / Allison B. Brungard and Kristin Klucevsek -- When stories and pictures lie together and you do not even know it / Thomas Palmer -- Teaching and learning with metaliterate LIS professionals / Nicole A. Cooke and Rachel M. Magee -- First, teach students to be wrong / Allison Hosier -- Fictional affect and metaliterate learning through genre / Jaclyn Partyka -- Poetic ethnography and metaliteracy: empowering voices in a hybrid theater arts course / Kimmika L.H. Williams-Witherspoon.

Subject Term:

Information literacy -- Study and teaching (Higher)

Media literacy -- Study and teaching (Higher)

Critical thinking -- Study and teaching (Higher)

Information behavior.

Information technology -- Moral and ethical aspects.

Social media -- Moral and ethical aspects.

Metacognition.

Local Subject:

LIBRARY AND INFORMATION SCIENCE COLLECTION

Added Author:

Mackey, Thomas P.

Jacobson, Trudi E., 1957-

Swanson, Troy A.

Available:

Library	Call Number	Material Type	Status
Searching... State Library of Oregon	028.7071173 Metal	4-Week Loan	Searching... Unknown

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Summary

Foreword by Troy A. Swanson

Metaliteracy is especially well suited as a tool for ensuring that learners can successfully navigate the proliferation of fake news, questionable content, and outright denialism of facts in today's information morass. Indeed, it is starkly evident that the competencies, knowledge, and personal attributes specific to metaliterate individuals are critical; digital literacy and traditional conceptions of information literacy are insufficient for the significant challenges we currently face. This book examines the newest version of the Metaliteracy Goals and Learning Objectives, including the four domains of metaliterate learning, as well as the relationship between metaliteracy and the ACRL Framework for Information Literacy for Higher Education. Featuring contributions from a variety of information literacy instructors, educators, librarians, and faculty, the chapters in this book

discuss the social, political, and ethical dimensions of information creation, distribution, and use; use case studies to demonstrate how metaliteracy guides learners to read online information with a critical eye, apply metacognitive thinking to the consumption of all information, and make purposeful and responsible contributions to the social media ecosystem as active participants; examine when images are taken out of context and paired with misleading text, a prevalent feature of the misinformation frequently shared via social media; and situates metaliteracy in such contexts such as the academic library, a science class, fiction writing, digital storytelling, and a theater arts course.

Metaliteracy is a powerful model for preparing learners to be responsible participants in today's divisive information environment, and this book showcases several teaching and learning practices that have already proven effective.

Reviews (1)

Library Journal Review

Edited by Mackey (arts & media, State Univ. of New York Empire State Coll.) and Jacobson (information literacy, State Univ. of New York at Albany), this volume (their third on metaliteracy) includes chapters on pedagogical stances, mixed-media formats, and literature- and science-focused metaliteracies. Mackey's framing chapter calls for pedagogical strategies to promote transparent conversation across disciplines and other artificially imposed boundaries and to empower learners to question what they believe and are told through news and social media. The chapter outlines guiding characteristics of metaliteracy (collaborative, participatory, reflective, civic-minded, adaptable, open, productive, informed) and a renewed approach for metaliterate learners with four goals: to evaluate content while also evaluating one's own biases, to engage with all intellectual property ethically and responsibly, to produce and share information in collaborative and participatory environments, and to develop learning strategies to meet lifelong personal and professional goals. Subsequent chapters introduce pedagogical strategies and then align those to the four domains of metaliteracy (behavioral, cognitive, affective, metacognitive) and/or to the four learning goals. Some chapters provide richly detailed suggestions for actively evaluating content documented in multiple media types, but other chapters aren't as successful. VERDICT A solid addition to academic libraries, particularly those with doctoral programs.--Nancy Marksbury, Keuka Coll., Keuka Park, NY