Type of Presentation

Individual paper/presentation

Conference Strand

Critical Literacy

Target Audience

Higher Education

Second Target Audience

Higher Education

Location

Ogeechee Theater

Relevance

The relevance of this proposal lies in its emphasis on the metaliteracy framework, which moves beyond traditional understanding of information literacy and encourages students to become active informants and creators of knowledge. By teaching students to reflect on their social identities and roles within the information ecosystem, educators can cultivate critical thinking and collaboration skills in their emerging scholars. This approach helps students develop a comprehensive understanding of information literacy that transcends the classroom, preparing them for real-world challenges.

Proposal

The rapid evolution of the information landscape requires students to be adaptable to a complex information environment. Students are not just information users but also informants and creators who act based on their social identities and social power (Oliphant, 2021). As educators, part of our responsibility involves empowering students to take ownership of the learning process, not only in the classroom but in ways that transfer to their everyday lives. Students who enter the college classroom may or may not be equipped with important 21st century skills such as those identified by the P21 framework for 21st century learning (Soulé, H & Warrick, 2015). “The framework highlights a blend of content knowledge,specific skills, expertise, and literacies, and it provides an expansive definition of college and career readiness” (Soulé, H & Warrick, 2015, p. 180). The pedagogical model of metaliteracy can facilitate the process of equipping students with tools that encourage them to actively engage with information, fostering reflection, critical thinking, and collaboration in creating and consuming content. These skills are applicable to all subject areas. Academic librarians at Georgia Southern University are leveraging their expertise as information professionals to integrate metaliteracy concepts into the curriculum through collaborative partnerships with faculty in all disciplines.

Metaliteracy is a framework created by Thomas Mackey and Trudi Jacobson (2011). It includes a comprehensive focus on metaliterate learning, metaliterate learner roles, and metaliterate learner characteristics” (Mackey & Jacobson, 2021, para. 5). Metaliteracy focuses on four domains of behavioral, cognitive, affective, and metacognitive learning and helps students understand that learning is not just about acquiring information but about personal growth, practical application, and continuous self-improvement through reflection and adaptation.

In this session, librarians will explain how they have integrated metaliteracy into the curriculum at their institution in courses across the university and in the metaliteracy credit-bearing course taught by librarians. Participants will develop an understanding of the metaliteracy framework and its key components and explore instructional strategies for fostering a mindset of lifelong learning to promote personal growth, practical application, and self-reflection in their courses. A facilitated discussion will allow participants to share their insights on how they are already incorporating metaliteracy, fostering an exchange of ideas in this practice session. Participants will leave the session with new ideas for encouraging students to ownership of their role in acquiring and utilizing information for learning.

References:

  • Mackey, T. P., & Jacobson , T. E. (2021). About metaliteracy. Metaliteracy Blog. https://metaliteracy.org/about/

  • Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62–78.

  • Oliphant, T. (2021). Emerging (information) realities and epistemic injustice. Journal of the Association for Information Science & Technology, 72(8), 951–962. https://doi.org/10.1002/asi.24461

  • Soulé, H., & Warrick, T. (2015). Defining 21st century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 178–186. https://doi.org/10.1037/aca0000017

Short Description

This session will examine how librarians at Georgia Southern University have integrated metaliteracy—a pedagogical model that promotes personal growth, practical application, and self-reflection—into the curriculum through faculty partnerships. Participants will explore instructional strategies for fostering lifelong learning and deeper engagement with information literacy, gaining practical insights on how to encourage students to adapt and reflect on their learning experiences.

Keywords

metaliteracy, pedagogy

Publication Type and Release Option

Presentation (Open Access)

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Feb 7th, 2:00 PM Feb 7th, 2:45 PM

Empowering Learners, Shaping the Future: Cultivating Metaliteracy Across the Curriculum

Ogeechee Theater

The rapid evolution of the information landscape requires students to be adaptable to a complex information environment. Students are not just information users but also informants and creators who act based on their social identities and social power (Oliphant, 2021). As educators, part of our responsibility involves empowering students to take ownership of the learning process, not only in the classroom but in ways that transfer to their everyday lives. Students who enter the college classroom may or may not be equipped with important 21st century skills such as those identified by the P21 framework for 21st century learning (Soulé, H & Warrick, 2015). “The framework highlights a blend of content knowledge,specific skills, expertise, and literacies, and it provides an expansive definition of college and career readiness” (Soulé, H & Warrick, 2015, p. 180). The pedagogical model of metaliteracy can facilitate the process of equipping students with tools that encourage them to actively engage with information, fostering reflection, critical thinking, and collaboration in creating and consuming content. These skills are applicable to all subject areas. Academic librarians at Georgia Southern University are leveraging their expertise as information professionals to integrate metaliteracy concepts into the curriculum through collaborative partnerships with faculty in all disciplines.

Metaliteracy is a framework created by Thomas Mackey and Trudi Jacobson (2011). It includes a comprehensive focus on metaliterate learning, metaliterate learner roles, and metaliterate learner characteristics” (Mackey & Jacobson, 2021, para. 5). Metaliteracy focuses on four domains of behavioral, cognitive, affective, and metacognitive learning and helps students understand that learning is not just about acquiring information but about personal growth, practical application, and continuous self-improvement through reflection and adaptation.

In this session, librarians will explain how they have integrated metaliteracy into the curriculum at their institution in courses across the university and in the metaliteracy credit-bearing course taught by librarians. Participants will develop an understanding of the metaliteracy framework and its key components and explore instructional strategies for fostering a mindset of lifelong learning to promote personal growth, practical application, and self-reflection in their courses. A facilitated discussion will allow participants to share their insights on how they are already incorporating metaliteracy, fostering an exchange of ideas in this practice session. Participants will leave the session with new ideas for encouraging students to ownership of their role in acquiring and utilizing information for learning.

References:

  • Mackey, T. P., & Jacobson , T. E. (2021). About metaliteracy. Metaliteracy Blog. https://metaliteracy.org/about/

  • Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62–78.

  • Oliphant, T. (2021). Emerging (information) realities and epistemic injustice. Journal of the Association for Information Science & Technology, 72(8), 951–962. https://doi.org/10.1002/asi.24461

  • Soulé, H., & Warrick, T. (2015). Defining 21st century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 178–186. https://doi.org/10.1037/aca0000017