1. Information Literacy to Metaliteracy : Integrating Metaliteracy across the curriculum in Higher Education N. Parvathamma Professor Dept. of Library & Inf. Science Gulbarga University Kalaburagi 585106, India.

2. “Education is the manifestation of the perfection that is already in man” – Swami Vivekananda (03 March 1894). Education helps in refining the abilities human beings already possess in them. Good education ensures good career and enhance socio-economic status of individuals, which ultimately leads to national development.

3. Levels of Higher Education In India, efforts are being made to increase GER at higher education level. Higher education is offered in India a various levels: Undergraduate courses leading to Bachelor’s Degree Post Graduate courses leading to Master’s degree Post Graduate Diploma courses offering specialization in a given field M.Phil/ Ph.D. Programmes. Doctor of Literature (D.Litt).

4. Objective of Institutions of Higher Education Producing well-trained and knowledgeable workforce with strong ethical and social values. Preparing the students for the challenges and opportunities in globalized economy.

5. Need for Information Literacy Information is basic input in higher education. Hence, it is necessary to ensure that the students in higher education become effective users of information, which helps them to become critical thinkers, Life Long Learners and Independent learners. American Library Association defines Information Literacy as the ability to identify the need for information, locate and access the required information, evaluate it for its reliability, currency and accuracy, and use it effectively and efficiently in completing the task, (Eg. completing an assignment / project report etc.)

6. Realizing the need for Information Literacy in one’s life, USA and other European countries have included it as one of the basic human rights in their constitution. USA is in the forefront in development of models of information literacy and Standards for Information Literacy.

7. Models of Information Literacy Big-6 Model SCONUL’s Seven Pillars of Information Literacy Pitts and Stripling Model Kultau’s Information Search Model. Standards of Information Literacy American Association of School Librarians(AASL) Standards for Information Literacy – for imparting Information Literacy skills at school level. Association of College and Research Libraries (ACRL) has developed five standards and 22 performance indicators.

8. Information Literacy & Metaliteracy The Information Literacy Framework discussed so far concentrates on imparting Information Literacy skills to access and use information sources, predominantly print sources of information. Metaliteracy goes beyond these abilities to promote collaborative production and sharing of information in social media environments and online communities.

9. Need for Metaliteracy There is need to reframe Information Literacy components to support multiple forms and formats of information in digital and collaborative environment. Further, Metaliteracy emphasizes on developing metacognitive skills to reflect upon the task after its completion.

10. INFORMATION LITERACY Vs METALITEARCY Information Literacy emphasizes on identifying, evaluating and using information available in different forms and formats and communicating the information, while Metaliteracy emphasizes on acquisition, production and sharing of knowledge in collaborative online communities. Information Literacy concentrates on traditional skills based approach while Metaliteracy recognizes Information Literacy types in the context of emerging technologies.

11. Metaliteracy promotes reflective learning, active and critical participation in social settings, including social media and the ability to adapt emerging technologies. Metaliterate learners, who apply integrated competencies : evaluating, consuming and producing information in participatory environments will be better prepared for learning in digital environment and life long learning.

12. Characteristics of Metalitearcy Students need to be familiar with various formats and delivery modes of information. For eg., a researcher on “Paintings of 19 th Century” may retrieve visual information, as well as textual information such as reviews on the paintings, tags, blogs etc. It is necessary to develop skills in determining the extent of information required, since a single search may lead to a large number of web resources in varied formats, For eg., Websites, blogs, reviews, scholarly articles etc.

13. Validity of the information needs to be ascertained before using in one’s own research. Information available on social media like LinkedIn may contain personal opinion of researchers which may or may not have been scientifically proven. While opinion of experts may help in understanding the concept, it may not be possible to ascertain the facts. Evaluation of web resources is essential to ascertain the reliability and accuracy of information being accessed. However, evaluation of dynamic web content is difficult. User needs to be aware of copyright and Intellectual Property Rights issues in digital environment.

14. It is necessary to reframe / expand information literacy goals and integrate these skills across the curriculum to enable the students of higher education to become metaliterate learners. A metaliterate learner develops the ability to apply his information literacy skills in a participatory environment. It means that a metaliterate will be able to consume the existing information, produce new information and share it in participatory digital environment.

15. Models of Metaliteracy Information Literacy skills forms the basis for Metaliteracy skills. Hence, the information Literacy skills need to be offered in the first two levels: (i) Generic Literacy skills, (ii) discipline specific Information Literacy skills. At an advanced level, metaliteracy skills, which include cognitive and metacognitive skills need to be imparted.

16. MODELS OF METALITERACY Generic Library Skills Basic Library and Information Technology skills Discipline-specific Information Literacy Skills Higher order skills such as framing the search strategy, search and retrieval of information from online sources, evaluating electronic resources and use of the information retrieved effectively in the discipline concerned (Zing Xiaomu et al).

17. Metaliteracy Model (proposed by Mackey et al (2014) Metaliteracy Model (created by Roger Lipera in Adobe Illustrator) Collaboration intersects all the spheres within this Model.

18. Metaliterate learner

19. A visual representation of a metaliterate learner with four domains: affective, behavioural, cognitive and metacognitivethat support a learner– centred metaliteracy framework. Outermost layer shows the multiple role of the user as a researcher, participant, communicator etc. On the whole, Metaliteracy makes an individual an effective communicator and translator of information in multiple formats, capable of critical consumption and production of information.

20. Based on the above model, an attempt is made to develop a model suitable for imparting basic Information Literacy skills, followed by cognitive skills, and ultimately, Metaliteracy skills to the students in higher education.

21. Proposed framework for imparting metaliteracy skills to students in higher education Level 3 Metacognitive Skills Level 2 Cognitive Skills Level 1 Basic Information Literacy Skills

22. Performance Indicators at Level 1 The student must be able to identify key sources of information like dictionaries, encyclopedia, journals and text books and use them. Be able to identify the knowledge gap and what information is needed to fill it. Be able to search for the documents in the library. Be able to use OPAC and search databases.

23. Performance Indicators at Level 2: Development of Cognitive skills The Student should be able to frame the search strategy; be able to refine the search strategy with Boolean operators to broaden or narrow down the search results; evaluate the information downloaded using the available criteria for the evaluation of online resources; be able to use the information evaluated effectively, and communicate the information generated in suitable form (Journal article, assignment etc), in suitable format (print, e-version, hosting on web etc).

24. Performance Indicators at Level 3: Be able to produce new information in various formats. Be able to communicate the information produced in online participatory environment. Be able to reflect upon one’s own decisions / job completed.

25. Conclusion Information Literacy enables an individual to identify, locate, gather, evaluate and use information, and metaliteracy extends this concept to include producing and sharing information in digital environment. While Information Literacy impart skills to access and utilize the information (print and electronic), metaliteracy provides a comprehensive framework to produce and share information on social media. Hence, it is necessary to impart metaliteracy skills at three levels, from basic skills and cognitive skills of Information Literacy up to metacognitive skills and reflective thinking.

26. Thank you