The ACRL Framework for Information Literacy for Higher Education provides six frames academic librarians can use to teach and assess learning of information literacy concepts. In 2011, Mackey and Jacobson proposed a new paradigm for information literacy and developed the term “metaliteracy” to shift from skills-based information literacy standards to a concept-based metaliteracy framework. Information literacy tutorials, courses, and resources, some developed for online students, have been created using the ACRL Framework with metaliteracy and metacognitive principles informing practice. Metaliteracy concepts were used to form the ACRL Framework; however, metaliteracy includes its own set of four goals, with each one having learning objectives, developed by Mackey, Jacobson, and their colleagues at SUNY--found at metaliteracy.org. There is a lack of research in library literature on how metaliteracy goals and objectives have been used as a basis for online information literacy courses. Instead of using the ACRL Framework to assess learning of information literacy knowledge, the researcher used metaliteracy goals and objectives to create a non-credit course for online Ed.D. students as part of dissertation work. The course was developed and implemented using Canvas, the institution’s course management system. The poster will include results that show a significant difference between pretest and posttest scores, how the metaliteracy course was developed, mapped metaliteracy goals and objectives to the ACRL Framework, advantages and disadvantages of using metaliteracy goals and objectives, and resources librarians can use to develop their own metaliteracy test questions and videos in their information literacy endeavors.
Melissa Atkinson– Online Learning Librarian, Abilene Christian University Brown Library