Metaliteracy in Practice will provide inspiration for librarians and educators in need of up-to-date and thought-provoking information literacy curricula and instructional approaches. Editors Trudi E. Jacobson and Thomas P. Mackey, respected leaders in distance education and library instruction, reframed information literacy in their acclaimed previous book, Metaliteracy: Reinventing information literacy to empower learners, which provided an inclusive framework that encompasses all the newer literacies such as digital, visual, cyber and media literacy. Metaliteracy in Practice follows on from this book, placing its concepts firmly in real-world practice and delivering a compilation of innovative and practical teaching ideas from some of the leading thinkers in library and information literacy instruction today. Each chapter takes readers through the process of using the metaliteracy framework in new and exciting ways that easily transfer to the classroom and to work with students. These ideas are grounded in teaching traditional information literacy competencies but brought up-to-date with the addition of methods for teaching and learning about metacognition, information creation and participation in learning communities. The case studies contained in this collection detail the hows and whys of curricular design for metaliteracy, suitable for both beginners and seasoned professionals. Readers will also benefit from the book's practical ideas for: * teaching students about the importance of format choice * assessing user feedback * creating information as teachers * evaluating dynamic content critically and effectively * sharing information in collaborative environments. The collection has some of the most innovative teaching ideas for inspiring librarians and educators to revise lessons on critical thinking and information literacy, so that their students will graduate with the ability to formulate and ask their own questions.

As online learning becomes increasingly popular and widespread, librarians and faculty need new models for developing information literacy instruction in online environments. In this book, Thomas P. Mackey, Interim Dean at the Center for Distance Learning, SUNY Empire State College and Trudi E. Jacobson, Dudley Award Winner and Head User Education Librarian at SUNY Albany explore innovative faculty-librarian partnerships for teaching information literacy online. This edited volume includes a foreword by noted online learning scholar Terry Anderson, Professor & Canada Research Chair in Distance Education at Athabasca University. All of the contributions to this book are co-written by faculty-librarian teams, providing a global perspective from the UK's Open University and the University of Manchester, and from a number of U.S. institutions including the University of Central Florida, and Indiana State University. Each chapter fuses pedagogical, disciplinary, and technological issues and covers practical approaches to hybrid, blended, open, and fully online courses and programs. Several disciplines are represented at the undergraduate and graduate levels, including Business and Accounting, Computer and Library Science, History, English, Women's Studies, Education, and Social Work, as well as Curriculum Instruction and Media Studies. To help readers replicate the models in this book, each chapter includes an emphasis on program planning, best practices, potential challenges, and effective assessment strategies for improving student learning. Author teams describe technology innovations using reusable learning objects, Web 2.0 tools, learning management systems, open wiki environments, online portals, and the virtual world of Second Life. Through a combination of research and valuable real-life success stories, this cutting-edge new resource will help faculty and librarians foster effective collaborations and provide students with p

This new book presents a comprehensive structure for information literacy theory that will help your students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers. Today's learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In their new book, respected information literacy experts Mackey and Jacobson present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share) prevalent in today's world. Combining theory and case studies, the authors: show why media literacy, visual literacy, digital literacy, and a host of other specific literacies are critical for informed citizens in the 21st century; offer a framework for engaging in today's information environments as active, self-reflective, and critical contributors to these collaborative spaces; and connect metaliteracy to such topics as metadata, the semantic web, metacognition, open education, distance learning, and digital storytelling. Readership: Any librarian involved in teaching information literacy, LIS students, academics and researchers.

Today's learners communicate, create, and share information using a range of information technologies such as social media, blogs, microblogs, wikis, mobile devices and apps, virtual worlds, and MOOCs. In Metaliteracy, respected information literacy experts Mackey and Jacobson present a comprehensive structure for information literacy theory that builds on decades of practice while recognizing the knowledge required for an expansive and interactive information environment. The concept of metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share) prevalent in today's world. Combining theory and case studies, this cutting-edge approach to information literacy will help your students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers.

This book provides innovative, and collaborative tools for teaching with technology that work!Why teach information literacy, technology literacy, and discipline-specific research skills separately when teaching them together fires students' imaginations, improves learning, visibly demonstrates the value of your library's unique services and expertise to faculty, and lets you reach students who might never otherwise walk through the library's doors? The first book on teaching information literacy with technology across the curriculum is full of case studies and lesson plans that will help you put together a cutting-edge, technology-based course for your institution.Each chapter is co-written by a librarian-faculty member team involved in a collaborative teaching-with-technology project. An overview of the literature will help you explain the value of this dynamic approach to faculty and administration. Chapter authors represent a wide range of institutions and disciplines; they give you course goals and organization, the hows and whys of the technologies used, and pitfalls to avoid. Featured technologies include collaborative web tools, presentation software, video and other multimedia, podcasts, blogs, wikis, and more. Every academic library will want to have a copy of this book, as will any faculty member involved in teaching information literacy.