Metaliteracy

Metaliteracy is a pedagogical model for teaching and learning that supports metacognitive reflection, learner agency, and the active production and sharing of information in collaborative environments. The four core components of metaliteracy include the learning domains, metaliterate learner roles, learner characteristics, and the Metaliteracy Goals and Learning Objectives.

Applying metaliteracy in practice involves ongoing collaboration and the development of open resources for teaching and learning. Recent work includes the AI & Metaliteracy OER Toolkit for Teaching and Learning, created with Nicola Marae Allain, Eugenio Solis de Ovando, and Alena Rodick through a SUNY Innovative Instruction Technology Grant. The five-module toolkit applies metaliteracy to critical, reflective, and ethical engagement with generative AI and includes adaptable learning activities, assignments, reflections, rubrics, and supporting resources. Additional Metaliteracy Learning Resources are available through Metaliteracy.org.

This work also extends to international teaching and collaboration. As a member of the Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) project team, I participate in international teaching, research, and scholarly activities that explore metaliteracy across cultural and educational contexts.

Through my honorary appointment as an Extraordinary Professor in the Research Unit for Self-Directed Learning at North-West University, South Africa, I continue to expand international research and educational collaborations connecting metaliteracy with self-directed learning, including Prestige Lectures and workshops.

My current work also extends metaliteracy into AI-mediated learning through AI Learning with Metaliteracy, a forthcoming Coursera course that explores learner agency, authorship, evaluation, reflection, and responsible participation with generative AI.