Metaliteracy learning falls into four domains: behavioral (what students should be able to do upon successful completion of learning activitiesa��skills, competencies),A�cognitive (what students should know upon successful completion of learning activitiesa��comprehension, organization, application, evaluation), affective (changes in learnersa�� emotions or attitudes through engagement with learning activities), and cheap colospa tablets metacognitiveA�(what learners think about their own thinkinga��a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn).A� 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 a�?learners,a�? as they are called here, must learn continually,A�given the constantly and rapidly evolving information landscape.A� Instructors and learners can meet these objectives in a variety of ways, depending on the learning context, choosing from a menu of learning activities.A� 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.A�Place an information source in its context (for example, authora��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.A�Compare theA�uniqueA�attributes of different information formats (e.g., scholarly article, blog, wiki, online community), and have the ability to use effectively and to citeA�informationA�for the development of original contentA� (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 goalsA�
10.A�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) A�(M)
11. Conclude that metaliteracy is a lifelong value and practiceA�(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 ForteA�(Empire State College), Trudi Jacobson (University at Albany), Tom Mackey (Empire State College), Emer Oa��Keeffe (University at Albany), andA�Kathleen Stone (Empire State College)
Additional Contributors: Richard Fogarty (University at Albany),A�Brian Morgan and Kim Davies-Hoffman (SUNY Geneseo),A�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’sA�Information Literacy competency is one ofA�four General Education competencies (along with oral discourse, advanced writing, and critical thinking) designed to be met through a studenta��s major. While each department has developed its own plans for meeting this competency, there is strong alignment between the A�four badges: Master Evaluator, Producer & Collaborator, Empowered Learner, and Digital Citizen, and this competencya��s learning objectives. SelectA�on one of the five learning objectives below toA�see a list of the quests that align with aA�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 todaya��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.