What do you think?
Rate this book
Metaliterate Learning for the Post-Truth World
Foreword by Troy A. Swanson
Metaliteracy, Jacobson and Mackey’s revolutionary framework for information literacy, 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.
Metaliteracy, Jacobson and Mackey’s revolutionary framework for information literacy, 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.
- GenresLibrarianship
256 pages, Paperback
Published January 1, 2019
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 of 1 review
May 30, 2020
The 2017 call for chapters for this title was a response to the explosive effects of the 2016 US election and the BREXIT vote here in the UK where post-truth truthers question the very validity of consensus. The nine chapters explore current issues and thinking around the concept of metaliteracy, which, for those of us unfamiliar with the technical term, is the framework that
'prepares learners to be active and engaged participants in an oftentimes technology-mediated social information environment.'
Divided into two halves, the first five chapters explore the framework, language and media-driven nature of messaging; the next four chapters shift focus onto how educators can apply these principles.
Densely written and footnoted, Mackey and Jacobson continue to build on their previous publications within the field of metaliteracy, which began as a response the ACRL information literacy model published in 2000. Together the pair lead the Metaliteracy Learning Collaborative. Online learners are familiar with their conceptual work in the development of competency-based digital badging and MOOCs.
This book, or a streamlined version of it, should be mandatory reading for any GCSE or university student or individual curious about deciphering the often-overlapping, contradictory and misleading nature of information bandied about on social media. Written for the academic world and those undertaking library instruction, the book may appear overwhelming to those unfamiliar with the concept of metaliteracy and post-truth. As a commentary on how the current state of social media messaging has landed us (as a nation and a global participant) where we are today, the message is clear: Any organization purporting to distribute accurate news without consideration for the moral or ethical impact their messaging has on the individual must be viewed with extreme skepticism.
'prepares learners to be active and engaged participants in an oftentimes technology-mediated social information environment.'
Divided into two halves, the first five chapters explore the framework, language and media-driven nature of messaging; the next four chapters shift focus onto how educators can apply these principles.
Densely written and footnoted, Mackey and Jacobson continue to build on their previous publications within the field of metaliteracy, which began as a response the ACRL information literacy model published in 2000. Together the pair lead the Metaliteracy Learning Collaborative. Online learners are familiar with their conceptual work in the development of competency-based digital badging and MOOCs.
This book, or a streamlined version of it, should be mandatory reading for any GCSE or university student or individual curious about deciphering the often-overlapping, contradictory and misleading nature of information bandied about on social media. Written for the academic world and those undertaking library instruction, the book may appear overwhelming to those unfamiliar with the concept of metaliteracy and post-truth. As a commentary on how the current state of social media messaging has landed us (as a nation and a global participant) where we are today, the message is clear: Any organization purporting to distribute accurate news without consideration for the moral or ethical impact their messaging has on the individual must be viewed with extreme skepticism.
Displaying 1 of 1 review