Jacobson, T. E., & Mackey, T. P. (2016). Metaliteracy in practice. London: Facet Publishing.

  • Examines issues relevant to the new ACRL Framework in relation to metalitaracy.

PIL (Project Information Literacy) conducted a two-year study of recent US college and university grads. Their findings “underscore a gap between the critical thinking and information literacy competencies colleges may be teaching and the work skills they may need” (p. xi).

The Metaliteracy Learning Collaborative has produced several useful pieces of work (including this book) which I have been following:

The authors discuss how to incorporate metaliteracy learning objectives into coursework. They point out that metacognition is a “learned practice” and that students are likely, even with prompts, to describe their actions instead of reflecting to articulate on their learning (p. 56). Some excellent coursework components from a nursing course are given in Chapter 3, “Metaliteracy Learning of RN and BSN Students” (pp. 57-58):

  • Hallmarks of Professionalism email assignment, which immediately asks students to reflect on their attitudes, behaviour and knowledge about writing within their profession.
  • Brainstorming to select a specific topic and scope.
  • Research log to identify search strategies and sources.
  • Annotated bibliography  to summarize, evaluate and reflect upon their sources.
  • Proposal to a supervisor for topic approval, first working individually and then in groups to refine it.
  • Presentation of evidence by adapting and remixing it for patient education scenarios.
  • Final reflection in which students summarize and describe their learning, and how it will be applicable in the future.

Where Collections and Metaliteracy Meet (Chapter 4)

The author (Amanda Scull) notes that in her institution (Mason Library at Keene State College), most library instruction focuses on large databases, but she advocates for moving away from this to developing and promoting institutional repositories and research guides.


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