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Teaching with Metaliteracy: Developing Informed, Reflective, and Participatory Citizens
1University at Albany, United States of America; 2SUNY Empire State College, United States of America
Topics to be covered
Metaliteracy prepares individuals to be informed consumers, ethical producers, and reflective participants in our collaborative and connected world. This comprehensive framework is ideal for examining the roles and responsibilities of learners at a time when too many people see the truth as malleable. In a post-truth world, the information we consume and create, as well as the varied sources of information we engage with, are judged by affinity to one’s own views and beliefs. Social media has evolved into a problematic technology-based proprietary and partisan platform that promotes unethical practices, rather than the democratic ideals once envisioned.
The metaliteracy goals and learning objectives, revised in 2018 in response to these global challenges, provide guideposts and outcomes for teaching learners a metacognitive mindset in order to effectively engage in a post-truth world. Four domains—metacognitive, cognitive, affective, and behavioral—emphasize the overarching nature of this framework, which is easily adaptable to a wide range of pedagogical situations. Metaliterate learners envision themselves in active roles while gaining related characteristics such as informed, participatory, reflective, adaptable, and civic-minded. Today’s learners are not just tomorrow’s citizens—they are today’s citizens, and it is imperative that educators work to stem the tide of negative impacts that result from extremist views and disregard for the truth. Metaliteracy extends information literacy in ways that align it with other core literacies such as reading and writing, while taking into account the multi-modality of digital learning.
In this interactive workshop, participants will explore metaliteracy, including the metaliterate learner model and characteristics, review the goals and learning objectives and their value, touch upon differences between metaliteracy and the ACRL (2015) and CILIP (2018) conceptions of information literacy, and consider both open metaliteracy resources and sample open educational practice models that they support. Participants will explore options that will meet the needs of their students, and start a plan for incorporating metaliteracy in their formal or informal teaching. They will be able to learn from one another and share ideas on an online, open platform for continuing consultation, reporting of results, and idea-sharing.
Participants will identify which open metaliteracy resource(s) best meets an identified need of importance to them, brainstorm what collaborations have the possibility of being fruitful for addressing this need, and start an implementation plan.
Teaching librarians, teaching faculty/staff, instructional designers.
Projection capability, hookup to our laptop, internet access, movable chairs or other set-up that facilitates group work (if possible).
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