Metaliteracy learning falls into four domains: behavioral (what students should be able to do upon successful completion of learning activities—skills, competencies), cognitive (what students should know upon successful completion of learning activities—comprehension, organization, application, evaluation), affective (changes in learners’ emotions or attitudes through engagement with learning activities), and metacognitive (what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn). Each aspect of the main metaliteracy learning goals below applies to one or more of these categories, and is labeled as such (B for behavioral, C for cognitive, A for affective, M for metacognitive).
These learning objectives recognize that metaliterate “learners,” as they are called here, must learn continually, given the constantly and rapidly evolving information landscape. Instructors and learners can meet these objectives in a variety of ways, depending on the learning context, choosing from a menu of learning activities. The objectives are conceived broadly, so as to remain scalable, reproducible, and accessible in a range of contexts.
For more information on the metaliteracy initiative please visit Metaliteracy.org.
Goal 1: Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis
1. Place an information source in its context (for example, author’s purpose, format of information, and delivery mode) in order to ascertain the value of the material for that particular situation (B, C)
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
3. Compare the unique attributes of different information formats (e.g., scholarly article, blog, wiki, online community), and have the ability to use effectively and to cite information for the development of original content (B)
5. Demonstrate the ability to translate information presented in one manner to another in order to best meet the needs of particular audiences; Integrate information from multiple sources into coherent new forms (M, C)
Goal 4: Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals
10. Demonstrate self-empowerment through interaction and the presentation of ideas; gain the ability to see what is transferable, translatable, and teachable (learners are both students and teachers) (M)
11. Conclude that metaliteracy is a lifelong value and practice (M)
Developed by participants involved in the SUNY Innovative Instruction Technology Grant, Developing a SUNY-wide Transliteracy Learning Collaborative to Promote Information and Technology Competencies for the 21st Century, based on objectives in Mackey and Jacobson, Reframing Information Literacy as a Metaliteracy, C & RL, 72.1 January 2011 http://crl.acrl.org/content/72/1/62.full.pdf+html
Michele Forte (Empire State College), Trudi Jacobson (University at Albany), Tom Mackey (Empire State College), Emer O’Keeffe (University at Albany), and Kathleen Stone (Empire State College)
Additional Contributors: Richard Fogarty (University at Albany), Brian Morgan and Kim Davies-Hoffman (SUNY Geneseo), Jennifer Ashton and Logan Rath (SUNY Brockport), Carleen Huxley (Jefferson Community College), and Nancy E. Adams (Penn State Hershey)
September 11, 2014
The University at Albany’s Information Literacy competency is one of four General Education competencies (along with oral discourse, advanced writing, and critical thinking) designed to be met through a student’s major. While each department has developed its own plans for meeting this competency, there is strong alignment between the four badges: Master Evaluator, Producer & Collaborator, Empowered Learner, and Digital Citizen, and this competency’s learning objectives. Select on one of the five learning objectives below to see a list of the quests that align with a particular competency.
According to the University at Albany’s General Education standard:
Students completing educational experiences that satisfy the Information Literacy competency as part of the requirements for graduation in the major will:
1) understand the information environment and information needs in the discipline in today’s society, including the organization of and access to information, and select the most appropriate strategies, search tools, and resources for each unique information need;
2) demonstrate the ability to evaluate content, including dynamic, online content if appropriate;
3) conduct ethical practices in the use of information, in ways that demonstrate awareness of issues of intellectual property and personal privacy in changing technology environments;
4) produce, share, and evaluate information in a variety of participatory environments;
5) integrate learning and research strategies with lifelong learning processes and personal, academic, and professional goals.