Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/119368| Title: | Foregrounding documentation within metaliteracy |
| Authors: | Kosciejew, Marc |
| Keywords: | Information literacy -- Study and teaching Documentation -- Study and teaching Electronic information resource literacy -- Study and teaching Media literacy -- Study and teaching User generated content |
| Issue Date: | 2019 |
| Publisher: | IdeaExchange@UAkron |
| Citation: | Kosciejew, M. (2019). Foregrounding documentation within metaliteracy. Proceedings from the Document Academy. Annual Meeting of the Document Academy, 6(1), article 6. doi: 10.35492/docam/6/1/6 |
| Abstract: | Documentation plays a central role in metaliteracy. When individuals engage in metaliterate practices of creating, sharing, and assessing information, they are, in fact, engaging in practices with documents. Pioneered by Thomas P. Mackey and Trudi E. Jacobson, metaliteracy is an emerging field of research and practice exploring the intersections and interconnections between diverse literacies (see for example: Jacobson and Mackey 2013, 2016; Mackey and Jacobson 2011, 2014, 2016, 2019). Yet, while the goals and objectives of metaliteracy (metaliteracy.org) implicitly acknowledge documentation, they do not explicitly emphasize the fundamental roles played by it in helping facilitate and enable various metaliterate practices. This article aims to make these roles explicit. [excerpt] |
| URI: | https://www.um.edu.mt/library/oar/handle/123456789/119368 |
| Appears in Collections: | Scholarly Works - FacMKSLIAS |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Foregrounding documentation within metaliteracy 2019.pdf | 315.15 kB | Adobe PDF | View/Open |
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