Metaliteracy in Academic Libraries: Learning in Research Environment

Metaliteracy in Academic Libraries: Learning in Research Environment

Shiva Kanaujia Sukula (Jawaharlal Nehru University, India)
Copyright: © 2019 |Pages: 19
DOI: 10.4018/978-1-5225-8437-7.ch012

Abstract

Metaliteracy is very significant as it recognizes the conventional information skills. The framework of metaliteracy is staged on information literacy including new facets. The relevance of metaliteracy for the students is crucial in developing meta-literate learners. Discerning the goals and various learning objectives are concrete competencies and metaliteracy for the learning are the basic components. The elements of information literacy have been associated with social media in recent times. Digital literacy is accompanied with visual literacy as well as cyberliteracy in developing the metaliteracy resources and environment. In this current age, where the information has its own value in all the known and unknown contexts, the research is based on retrospective and the latest information. The discussion on the application of metaliteracy in learning and stake-holders considers as a reflective space with the analytical and observational thinking for the learning. The role of the librarian is instrumental while the creation of content takes place keeping the metaliteracy aspects in planning. The experiences of networked information, as well as engagement of students, are the stepping stones for the creation of learning spaces. The role of the learner as participants, contributor and metaliteracy and learner-centered design is associated with metaliteracy and course-design. In this context, the metaliteracy assignments are significant, the metaliteracy assignments are kind of a method to motivate the learners and find out hidden knowledge. The chapter provides an example of the Case of Jawaharlal Nehru University, New Delhi. It discusses the methods applied at Dr. B. R. Ambedkar Central Library, Jawaharlal Nehru University, New Delhi for inducing information literacy and metaliteracy among the scholars to include various training programs, workshops, etc. The details of various activities are discussed as various training programs which are focused on educating the users about library resources, accessing them, etc.
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Introduction

The scholars are using various media such as blogging, digital devices, MOOCs etc. for creating and sharing of information. In this context the concept and term of ‘metaliteracy’ coined by experts Mackey and Jacobson understands the recognition of complex information literacy scenario. The metaliteracy recognizes the conventional information skills, given as following:

  • 1.

    Determination

  • 2.

    Access to information

  • 3.

    Location of information

  • 4.

    Understanding the process and information

  • 5.

    Production of information output

  • 6.

    Usage of information by the users.

The metaliteracy concentrates upon the role of participatory digital environments. The participation is established through collaboration among users, production of information and finally sharing of information for repeat of collaboration as well as generating information products. This collaboration and sharing of information involves:

  • 1.

    Significance of media and visual literacy, digital literacy

  • 2.

    Engagement of contributors in the technological niche

  • 3.

    Understanding of technology spaces.

The framework of metaliteracy is staged on information literacy including new facets. The explanation of Metaliteracy reflects “learners to engage in the information environment as active, self-reflective, and critical contributors to the collaborative spaces” relate to the current virtual world (Mackey, & Jacobson, 2014, p.14). It is observed that metaliteracy has a significant component in the form of ‘metacognition’. The concept of metacognition makes us understanding and having the knowledge “about one’s own thinking.”

Relevance of Metaliteracy for the Students: Developing Metaliterate Learners

The metaliteracy confirms the roles of users as learners as well as creators of information. The information environment of current days supports the metaliteracy in the participative and collaborative scenarios. The information users also alter their status from information literate to meta-literate. Conversing about the connected world gives few glimpses about the empowerment of users; including the following attributes:

  • 1.

    Critical thinking

  • 2.

    Augmented nature to consume information

  • 3.

    Creation and sharing of information

  • 4.

    Navigation among the vast resources

  • 5.

    Evaluation and reviewing the information output in various settings.

The users in connected information scenario collaborate and access the Massive Open Online Courses (MOOCs), including online resources. The activeness among the users is differentiable from conventional users; as they become self-reflective and self-reliant. The informed consumer turns into an active contributor due to metaliteracy. This depends upon continuous improvement in abilities such as:

  • 1.

    Searching through the plethora of information,

  • 2.

    Evaluation of process as well as retrieved information.

  • 3.

    Expansion and further application of critical thinking capabilities are instrumental for research.

The scholars go for lifelong learning and in such areas, the metaliteracy and related course-works are significant for them. Such programs are useful for learners who are interested in seeking knowledge in a changed niche, to develop various competencies. The learners begin to understand the kind of strategies useful for metaliteracy among them.

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