| Description |
xxi, 222 pages : illustrations ; 23 cm |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Developing a metaliteracy framework to promote metacognitive learning -- Metaliteracy in the open age of social media -- Developing the metaliterate learner by integrating competencies and expanding learner objectives -- Global trends in emerging literacies -- Survey of the field : from theoretical frameworks to praxis -- The evolution of a dedicated information literacy course toward metaliteracy -- Exploring digital storytelling from a metaliteracy perspective. |
| Summary |
"All over the world people are exploring what information literacy means in the 21st century. The authors provide a review of trends and theories, and suggest a model that "allows lifelong learners to create meaning through an interactive and participatory social network. 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 this book the authors 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 twenty-first century ; Offer a framework for engaging in today's information environments as active, self-reflective, and critical contributors to these collaborative spaces ; Connect metaliteracy to such topics as metadata, the Semantic Web, metacognition, open education, distance learning, and digital storytelling. This approach to information literacy helps students grasp an understanding of the critical thinking and reflection required to engage in technology spaces as savvy producers, collaborators, and sharers."-- From publisher's website. |
| Subject |
Information literacy.
|
|
Information literacy -- Study and teaching.
|
|
Information literacy -- Study and teaching -- Case studies.
|
|
Metadata.
|
|
Web 2.0.
|
|
Semantic Web.
|
|
Information literacy. (OCoLC)fst00972560
|
|
Information literacy -- Study and teaching. (OCoLC)fst00972562
|
|
Metadata. (OCoLC)fst01017519
|
|
Semantic Web. (OCoLC)fst01112076
|
|
Web 2.0. (OCoLC)fst01743925
|
|
Informationskompetenz. (DE-588)4614795-0
|
|
Metadaten. (DE-588)4410512-5
|
| Genre/Form |
Case studies. (OCoLC)fst01423765
|
| Added Author |
Jacobson, Trudi E., 1957- author.
|
| ISBN |
9781555709891 (alkaline paper) |
|
1555709893 (alkaline paper) |
| Standard No. |
40023904597 |
|
