“... 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)”

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.

"Overall, the book is a welcome contribution. It succeeds in presenting a sound and needed alternative to what the authors term ‘skill based literacy’"

"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."

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 A. Webber
1. Developing a metaliteracy framework to promote metacognitive learning

• Metaliteracy
• The Meta in Metaliteracy
• Metacognition
• Toward a Metaliteracy Framework
• Multiple Intelligences
• Multiliteracies
• Multimodal Literacy
• Transliteracy
• Metacompetency and Convergence
• The Metaliteracy Model
• Conclusion
• References

2. Metaliteracy in the open age of social media

• Trends in Social Media
• Social and Visual Networking
• Blogs and Microblogs
• Global Mobility
• From Information Age to Post-Information Age
• The Information Age
• The Post-Information Age
• The Open Age of Social Media
• Participation
• Openness
• Metadata and the Semantic Web
• Conclusion
• References

3. Developing the metaliterate learner by integrating competencies and expanding learning objectives

• Related Literacies
• Discrete Literacies
• Media Literacy
• Digital Literacy
• Cyberliteracy
• Visual Literacy
• Mobile Literacy
• Critical Information Literacy
• Health Literacy
• Combined Literacies
• Transliteracy
• New Media Literacy
• ICT Literacy
• Information Fluency
• Metaliteracy Learning Goals and Objectives
• Goal 1: Evaluate content critically, including dynamic, online content that changes and evolves, such as article
• preprints, blogs, and wikis
• Goal 2: Understand personal privacy, information ethics, and intellectual property issues in changing technology
• environments
• Goal 3: Share information and collaborate in a variety of participatory environments
• Goal 4: Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals
• Integrating the Four Domains
• The Metaliterate Learner
• Conclusion
• References

4. Global trends in emerging literacies

• International Trends in Open Education
• Literacy Initiatives from International Organizations
• UNESCO
• UNESCO’s Media and Information Literacy
• OERs
• The Prague Declaration: Anticipating Later MIL Initiatives
• IFLA
• The Bologna Process and the Tuning Project
• Evolving Information Literacy Frameworks
• Examples of Recent Information Literacy Frameworks
• United Kingdom: Seven Pillars of Information Literacy
• 2011 SCONUL Seven Pillars Model
• Revised Pillars and Graphical Representation
• Convergences between Metaliteracy and the Seven Pillar Models
• Adaptations via Lenses
• Hong Kong: Information Literacy Framework for Hong Kong Students
• Conclusion
• References

5. Survey of the field: from theoretical frameworks to praxis

• Research Questions
• Methods
• Survey Design
• Distribution Method
• Results
• Response Rate
• Demographics
• Survey Results
• Teaching Background
• Technology Infrastructure and Support
• Knowledge of Literacies and Literacy Frameworks
• Components of Information Literacy Teaching
• Changing Information Environment
• Data Analysis
• Age
• Literacies to Include in Information Literacy Instruction
• Preparation Levels and Required Technologies
• Discussion and Implications for Further Research
• Populations
• Increased Awareness of Evolving Literacies
• The State of the Literature/The State of Awareness
• Conclusion
• References
• Appendix 5.1: Survey—Information Literacy as a Metaliteracy

6. The evolution of a dedicated information literacy course toward metaliteracy

• Evolving Information Literacy General Education Requirement
• Transformations to the Final Project in the Information Literacy Course Taught by Librarians
• Team-Based Learning and Its Effect on the Research Guide
• Topic Selection for Final Projects
• Implementation of Wiki
• Goals for the Project Revision
• Analysis of Wiki Project Based on Elements of Transparency
• Student Perceptions of Wiki
• Additional Metaliteracy Elements
• Evolution Toward Information Literacy as a Metaliteracy
• Expanded Information Literacy General Education Course
• A New, Social Media-Focused Course
• Application Exercises to Enhance Metaliteracy Skills by Gregory Bobish
• Exercise 1: YouTube Video Removal Exercise
• Exercise 2: Primary Information: Finding Experts via Blogs and Twitter
• Remix Final Project
• Expanding Discomfort, Expanding Knowledge
• References

7. Exploring digital storytelling from a metaliteracy perspective

• Institutional Context
• SUNY Empire State College
• Center for Distance Learning
• College-Level Learning Goals
• Digital Storytelling
• Learning Design
• Learning Objectives
• Creating Digital Stories
• Mapping the Metaliteracy Model to Digital Storytelling
• Conclusion
• References