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.
Rezensionen / Stimmen
"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." * ARBA * "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 Mackey and Jacobson offer a foundational work that challenges how we understand literacy in the digital age. Furthermore, their argument for the need of metaliteracy is compelling. Metaliteracy is not only interesting but a necessary concept to understand the complexity of communication embedded within our continually evolving technologies-one that will help us, as teachers and librarians, help learners become more astute in their everyday lives. -- Drew Virtue * Research in Online Literacy Education (ROLE) * "... a concise, informative, and well-written volume ... The book's seven chapters are divided into two categories: theory and practice ... The book also includes a well-placed appendix, an exhaustive index, and a companion website (http://metaliteracy.org)" * Serials Review *
Sprache
Verlagsort
Zielgruppe
Für Beruf und Forschung
Professional Practice & Development
Maße
Höhe: 229 mm
Breite: 152 mm
Dicke: 14 mm
Gewicht
ISBN-13
978-1-78330-012-9 (9781783300129)
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Schweitzer Klassifikation
Trudi E. Jacobson, Distinguished Librarian, is Head of the Information Literacy Department at the University Libraries, University at Albany. Her professional interests focus on team-based and other forms of active learning, learner motivation, digital badging, and, of course, metaliteracy, a concept Tom Mackey and she developed in response to inadequate conceptions of information literacy in a rapidly changing information environment. Her website is www.trudijacobson.com. Thomas P. Mackey is Vice Provost for Academic Programs at SUNY Empire State College. His professional interests include open learning in innovative social spaces and critical engagement with emerging technologies. His collaborative work with Trudi Jacobson to originate the metaliteracy framework emphasizes the reflective learner as producer and participant in dynamic information environments. He appreciates all of their work together, especially the metaliteracy research, writing, editing, teaching, grant projects, and design of innovative learning spaces using competency-based digital badging and massive open online courses (MOOCs).
Foreword - Sheila Webber 1. Developing a metaliteracy framework to promote metacognitive learning 2. Metaliteracy in the open age of social media 3. Metaliteracy as an integrated model of related literacies 4. Global trends in emerging literacies 5. Survey of the field: from theoretical frameworks to praxis 6. The evolution of a dedicated information literacy course toward mtaliteracy 7. Exploring digital storytelling from a metaliteracy perspective.
