Metaliteracy, Transliteracy, and New Literacies: The Same or Different?

 

By Lilian H. HIll

Over the last 18 months, we have written about many forms of literacy, including algorithmic, assessment, cultural, digital, emotional, financial, graphic, health, historical, information, literacy 4.0/5.0, news, organizational health, scientific, social media, and visual literacies. Other types of literacy still need to be tackled. Attaching the word literacy to so many ideas raises the question of whether basic literacy (the ability to read, write, comprehend, and do basic math) is being distorted.

While literacy is often defined as the ability to read and write, it can also be described as competence in a specific area. In that sense, literacy is a set of skills needed to function daily. As society becomes ever more complex, the literacy skills required to navigate life are expanding rather than being distorted. Functional literacy refers to the capacity of a person to engage in all activities which requires effective functioning. UNESCO defines functional literacy as “the capacity of a person to engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community's development” (n.d.).

 

Categorical Terms for Literacy

The proliferation of novel descriptors of literacy has precipitated new terms used to describe categories of literacies: metaliteracy, trans literacy, and new literacies.

• Metaliteracy is an overarching framework encompassing various types of literacy, including digital, information, media, and visual literacies. It emphasizes the interconnectedness of different literacies and the importance of reflective, participatory, and ethical practices. It emphasizes the importance of understanding how to critically assess, produce, and share information in a collaborative and participatory digital environment. It goes beyond individual literacies to include metacognitive skills, encouraging learners to reflect on their learning processes and become proactive, ethical participants in collaborative online environments. 

• Transliteracy is the ability to read, write, and interact across various platforms, tools, and media. This concept goes beyond traditional literacy, typically focused on reading and writing in print formats, encompassing digital, visual, textual, and technological literacies. Transliteracy reflects the interconnected, multimodal nature of contemporary communication and information practices.
  

• New literacies refer to the skills and competencies required to navigate and engage with digital and networked environments effectively. This concept focuses on the specific abilities needed to use digital tools and platforms for communication, information retrieval, and content creation. These include digital literacy, media literacy, information literacy, visual literacy, and more. They emphasize the ability to locate, evaluate, create, and communicate information using various digital tools and platforms. Each new literacy addresses specific aspects of interacting with digital media and information technologies, such as understanding visual content (visual literacy) or critically analyzing media messages (media literacy).

 

Distinctions Among the Three Terms

A comparative table highlighting the characteristics of metaliteracy, transliteracy, and new literacies serves to delve more deeply into the distinctions among these three terms:

 

Characteristic	Metaliteracy	Transliteracy	New Literacies
Scope	Broad and inclusive, covering traditional, digital, and social media literacies.	Broad, but focused on navigating and integrating multiple forms of media and technology.	Narrow, focused on literacies specific to digital environments and new media.
Key Components	Critical thinking, metacognition, collaboration, and participatory learning.	Multimodal communication, cross-platform proficiency, interconnectedness, and adaptability.	Digital literacy, media literacy, and the ability to use and critique new technologies.
Focus	Developing self-awareness in learning processes and the ability to assess and adapt to various literacies.	Navigating and creating content across different media and platforms.	Using and understanding new digital tools and platforms, often in social contexts.
Skills Emphasized	Reflective learning, critical evaluation, ethical participation, and adaptability.	Multimodal literacy, digital and media literacy, critical thinking, and adaptability.	Navigating digital environments, creating and interpreting digital content, and critical thinking.
Examples of Practice	Collaborative research projects, critical analysis of information sources, and participatory digital citizenship.	Creating multimedia projects, engaging in social media, and integrating various forms of media in communication.	Blogging, social media participation, digital storytelling, and online collaboration.
Educational Approach	Encourages reflective practice, critical thinking, and the integration of various literacies.	Promotes the integration of different media and platforms in learning and communication.	Emphasizes the importance of digital tools and platforms in contemporary literacy practices.
Challenges Addressed	Information overload, the credibility of sources, ethical use of information, and the integration of multiple literacies.	Navigating complex, multimodal communication landscapes and adapting to new tools and media.	Keeping up with rapidly evolving technologies and ensuring equitable access to digital literacies.
Goals	To create self-aware, critically engaged, and adaptable learners.	To enable individuals to communicate effectively across multiple media and platforms.	To equip individuals with the skills needed to navigate and create in digital environments.

 

All three concepts recognize the evolving landscape of information and technology and emphasize the need for diverse, adaptable skills to navigate this environment effectively. Metaliteracy is a broader, integrative framework that combines various literacies and emphasizes critical thinking and active participation in online, collaborative communities (Badke, 2019). Transliteracy involves seamlessly and effectively understanding and using multiple forms of communication, including traditional print, digital media, and other emerging technologies. On the other hand, new literacies focus more narrowly on the specific digital skills and competencies needed to engage with digital environments effectively.

 

References

Badke, W. E. (2019). Metaliteracy, the framework, and all those other statements. Online Searcher, 43(5), 55-57.

UNESCO Institute for Statistics. Functional literacy. https://uis.unesco.org/en/glossary-term/functional-literacy

 

The Relationship Between Information Literacy and Social Epistemology

 

 

By Lilian H. Hill

Examining the relationship between information literacy and social epistemology is important for developing critical thinking, making informed decisions, and participating effectively in society. Exploring these ideas together enhances educational outcomes, professional capabilities, and personal growth while also addressing broader societal challenges like misinformation and social justice. By delving into these areas, individuals and communities can foster a more informed, equitable, and dynamic knowledge landscape.

 

Definitions

• Information literacy is the skills and abilities needed to effectively find, evaluate, use, and communicate the huge amount of information available today. It includes recognizing credible sources, critical thinking, and understanding the ethical uses of information. In other words, information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

• Epistemology is the study of knowledge, meaning the philosophical basis of how we know what we know or think we know. The ultimate test of whether information is true or false is an epistemological question.

• Social epistemology is a subfield that focuses on the social dimensions of knowledge acquisition and dissemination. Social epistemology provides a comprehensive framework for understanding the social aspects of knowledge, highlighting the importance of collective practices, institutions, and power dynamics in shaping what we know and how we know it. It bridges the gap between individual cognition and social processes, offering valuable insights into the complex interplay between knowledge and society.

• Knowledge construction is how individuals and groups develop and organize knowledge through experiences, interactions, and reflections. It involves actively integrating new information with existing cognitive structures, resulting in a deeper understanding and refined perspectives. This process is dynamic and ongoing, influenced by various cognitive, social, cultural, and contextual factors.

Key Concepts in Social Epistemology

Social epistemology involves the “mental choices involved in shaping knowledge, the sources of evidence for those choices, the evaluation of outcomes of those choices, and the types of actors involved in the choices” (Nord, 2019, p. 3). Unlike traditional epistemology, which primarily concerns individual knowers and isolated knowledge claims, social epistemology examines the collective processes, practices, and institutions that contribute to developing and spreading knowledge within a community or society. Social epistemology explores how individuals can most effectively seek the truth, either with the assistance of or despite other people, social practices, and institutions (Stanford Encyclopedia of Philosophy, 2024).

• Collective Knowledge: Social epistemology investigates how groups, rather than individuals, contribute to and possess knowledge. This includes exploring how collaborative efforts, shared resources, and communal practices enhance or hinder knowledge production.

• Testimony: Testimony refers to acquiring knowledge through the reports or accounts of others. Social epistemology examines the reliability and significance of testimony, considering factors like trust, credibility, and the social mechanisms that support or undermine it.

• Epistemic Communities: These are groups that share common epistemic goals, methods, and standards. Social epistemology studies how these communities form, operate, and impact the broader knowledge landscape.

• Division of Cognitive Labor involves the specialization and distribution of epistemic tasks among different individuals or groups, acknowledging that no single person can master all knowledge domains. Social epistemologists explore how such division enhances or complicates knowledge production.

• Peer Disagreement: This concept deals with how individuals should respond to disagreements with peers, especially those considered epistemic equals. It explores the implications of such disagreements for individual belief revision and collective knowledge practices.

• Epistemic Injustice: Coined by philosopher Miranda Fricker (2007), this term refers to wrongs done to individuals in their capacity as knowers. It includes concepts like testimonial injustice (when someone’s word is given less credibility due to prejudice) and hermeneutical injustice (when someone’s social experience is obscured from collective understanding due to structural prejudices).

Critiques and Challenges

Some critics argue that emphasizing the social dimensions of knowledge can lead to relativism, where the truth is seen as contingent on social or cultural contexts. Social epistemologists respond by distinguishing between socially influenced knowledge practices and the objective nature of certain knowledge claims. The role of authority and power in knowledge production and dissemination raises concerns about potential biases and injustices. Social epistemologists critically examine how power dynamics shape who gets to be recognized as a knower and whose knowledge is valued. Balancing the benefits of epistemic diversity with the need for coherent and reliable knowledge practices is an ongoing challenge. Social epistemologists explore how diverse perspectives can be integrated into a cohesive epistemic framework.

 

Information Literacy and Social Epistemology: Shared Focus Areas and Complementary Insights

Social epistemology and information literacy are closely related fields that together provide a comprehensive understanding of how individuals and communities engage with information to construct knowledge. The table below provides an explanation of their relationship in terms of their shared focus areas (source evaluation, critical thinking, and the role of testimony) and complementary insights (context, ethical considerations, and knowledge construction):

 

	Social Epistemology	Information Literacy
	Shared Focus Areas
Source Evaluation	Analyzes how social factors like trust, credibility, and authority affect the evaluation of information sources.	Teaches individuals to critically assess credibility and reliability of information sources, including understanding biases and identifying authoritative voices.
Critical Thinking	Encourages critical examination of how social influences, such as power dynamics and institutional practices, shape knowledge.	Promotes critical thinking skills to question and analyze information, avoiding misinformation and discerning trustworthy sources.
Role of Testimony	Investigates the role of testimony in knowledge acquisition, examining how trust and social relationships influence the acceptance of others' accounts.	Emphasizes the importance of evaluating testimonial evidence, such as expert opinions and eyewitness accounts, to determine their reliability.
	Complementary Insights
Context	Provides insight into the social and cultural contexts that shape information and knowledge production.	Helps individuals understand the context in which information is created and disseminated, improving their ability to interpret and use information effectively.
Ethical Considerations	Explores ethical issues related to knowledge production and dissemination, including epistemic injustice and the fair distribution of epistemic resources.	Includes understanding the ethical use of information, such as respecting intellectual property, avoiding plagiarism, and using information responsibly.
Knowledge Construction	Focuses on how knowledge is constructed collaboratively within communities, emphasizing the role of social interactions and institutional practices.	Encourages collaborative learning and the sharing of information, recognizing that knowledge is often constructed through group efforts.

 

Practical Applications

Some people might consider epistemology as too theoretical and impractical. However, combining social epistemology with information literacy provides insight into three practical applications: (1) education and training, (2) combating misinformation, and (3) enhancing public discourse.

 

		Social Epistemology		Information Literacy
Education and Training	Incorporating social epistemology into information literacy programs can help students and professionals understand the broader social dynamics that influence information and knowledge.		Teaching information literacy with a focus on social epistemology can enhance critical awareness of how social factors impact the reliability and credibility of information.
Combating Misinformation	Social epistemology's insights into the social mechanisms of misinformation can inform strategies for teaching information literacy, helping individuals to recognize and resist false information		Information literacy programs can use concepts from social epistemology to address the social and psychological factors that make individuals susceptible to misinformation.
Enhancing Public Discourse	Understanding the principles of social epistemology can improve public discourse by fostering a more critical and reflective approach to information sharing.		Information literacy initiatives can leverage social epistemology to promote more informed and respectful discussions, particularly in online and media environments.

 

The relationship between social epistemology and information literacy is symbiotic, enriching each field. Social epistemology provides a deeper understanding of the social contexts and dynamics influencing information and knowledge. In contrast, information literacy equips individuals with practical skills to navigate and critically assess the information landscape. Together, they offer a robust framework for developing more informed, critical, and ethical consumers and producers of knowledge.

 

References

Doolittle, P. E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory & Research in Social Education, 31(1), 72–104. https://doi.org/10.1080/00933104.2003.10473216

Fricker, M. (2007). Epistemic injustice: Power and ethics of knowing. Oxford University Press.

Nord, Martin I. (2019). Understanding critical information literacy through social epistemology. Canadian Journal of Academic Librarianship, 5, 1–22. https://doi.org/10.33137/cjal-rcbu.v5.28630

 Stanford Encyclopedia of Philosophy (2024, March 22). Social epistemology. https://plato.stanford.edu/entries/epistemology-social/

 

Infodemics: How Misinformation and Disinformation Spread Disease

 

 

By Lilian H. Hill

 

An infodemic refers to an overabundance of information, both accurate and false, that spreads rapidly during an epidemic or crisis, making it difficult for people to find trustworthy sources and reliable guidance. The term is a blend of "information" and "epidemic". It highlights how the proliferation of information can parallel the spread of disease, creating additional challenges in managing the primary crisis. The term rose to prominence in 2020 during the COVID-19 pandemic. During epidemics, accurate information is even more critical than in normal times because people need it to adjust their behavior to protect themselves, their families, and their communities from infection (World Health Organization, 2020).

 

Contradictory messages and conflicting advice can create confusion and mistrust among the public (Borges et al., 2022). An infodemic can intensify or lengthen outbreaks when people are unsure about what they need to do to protect their health and the health of people around them. The situation is so dire that the World Health Organization (2020) published guidance to help individuals, community leaders, governments, and the private sector understand some key actions they can take to manage the COVID-19 infodemic.

 

Characteristics of Infodemics

Infodemics result in more information than most people can process effectively, especially those with low health literacy. With growing digitization, information spreads more rapidly. Alongside accurate information, a significant amount of misinformation (false or misleading information shared without harmful intent) and disinformation (false information deliberately spread to deceive) is disseminated. Information spreads quickly, particularly through interconnected social media and digital platforms, reaching global audiences instantaneously. Infodemics often feature highly emotional, sensational, or alarming content that captures attention but may not be accurate or helpful.

 

Examples of Infodemics

Three global epidemics have occurred in recent memory, each accompanied by infodemics:

 

1. COVID-19 Pandemic: During the COVID-19 pandemic, an infodemic emerged with vast amounts of information about the virus, treatments, vaccines, and public health measures. This included a significant spread of misinformation and conspiracy theories.

 

2. Ebola Outbreaks: Past Ebola outbreaks have seen infodemics where misinformation about the disease’s transmission and treatments spread rapidly, complicating response efforts.

 

3. Zika Virus: The Zika virus outbreak was accompanied by an infodemic, with rumors and false information about the virus’s effects and prevention measures.

 

Understanding and addressing infodemics is crucial for effective crisis management and public health response, ensuring that accurate information prevails and supports informed decision-making by individuals and communities. With human encroachment on natural areas, the likelihood of future epidemics is high (Shafaati et al., 2023).

 

Consequences of Infodemics

The flood of conflicting information can cause confusion, anxiety, and stress, making it hard for individuals to know how to respond appropriately to the crisis. Trust in authorities, experts, and media can be eroded when people encounter inconsistent messages or feel they are being misled. Misinformation can lead to harmful behaviors, such as using unproven treatments, ignoring public health advice, or spreading conspiracy theories. The spread of false information can hamper public health responses and crisis management efforts, as resources may be diverted to combat misinformation instead of focusing solely on the crisis. The plethora of unreliable health information delays care provision and increases the occurrence of hateful and divisive rhetoric (Borges et al., 2022). Infodemics can exacerbate social divisions, as different groups may cling to varying sets of information and beliefs, leading to polarized views and conflicts.

 

Managing Infodemics

Another new term is “infodemiology,” a combination of information and epidemiology. Epidemiology, the study of the distribution of health and disease patterns within populations to use this information to address health issues, is a fundamental aspect of public health. It aims to minimize the risk of adverse health outcomes through community education, research, and health policy development (World Health Organization 2024). Infodemiology is the study of the flood of information and how to manage it for public health. Infodemic management involves systematically applying risk- and evidence-based analyses and strategies to control the spread of misinformation and mitigate its effects on health behaviors during health crises.

 

For example, in their systematic review of publications about health infodemics and misinformation, Borges et al. (2022) commented that “social media has been increasingly propagating poor-quality, health-related information during pandemics, humanitarian crises and health emergencies. Such spreading of unreliable evidence on health topics amplifies vaccine hesitancy and promotes unproven treatments” (p. 556). However, they noted that social media has also been successfully employed for crisis communication and management during emerging infectious disease pandemics and significantly improved knowledge awareness and compliance with health recommendations. For governments, health authorities, researchers, and clinicians, promoting and disseminating reliable health information is essential to counteract false or misleading health information spread on social media.

Image Credit: Anna Shvets, Pexels

 

Strategies for Combating Infodemics

For government officials, public health professionals, and educators, preparation is essential to prevent the next pandemic disaster (Shafaati et al., 2023). Strengthening public health services and investing in research and development for new medications and vaccines are crucial steps. Expanding access to education and resources in vulnerable communities is also necessary to enhance understanding and encourage preventive actions. Additionally, investing in international cooperation is vital to support countries at risk of outbreaks and provide economic assistance to those affected by pandemics.

 

1. Promoting Accurate Information: Authorities and experts must provide clear, accurate, and timely information. This includes regular updates from trusted sources like public health organizations.

 

2. Media Literacy: Enhancing public media literacy can help individuals critically evaluate the information they encounter, recognize reliable sources, and avoid sharing unverified claims.

 

3. Fact-Checking and Verification: Fact-checking organizations and platforms are crucial in verifying information and debunking false claims. Prominent placement of fact-checked information can help correct misconceptions.

 

4. Algorithmic Adjustments: Social media platforms and search engines can adjust their algorithms to prioritize credible sources and reduce the visibility of misleading content.

 

5. Collaboration and Coordination: Effective communication and coordination among governments, health organizations, media, and tech companies are essential to manage the flow of information and combat misinformation.

 

6. Public Engagement: Engaging with communities and addressing their concerns directly can build trust and ensure accurate information reaches diverse audiences. This may include town hall meetings, Q&A sessions, and community-specific communications.

 

Referencesre

Borges do Nascimento, I. J., Pizarro, A. B., Almeida, J. M., Azzopardi-Muscat, N., Gonçalves, M. A., Björklund, M., & Novillo-Ortiz, D. (2022). Infodemics and health misinformation: A systematic review of reviews. Bulletin of the World Health Organization, 100(9):544-561. https://doi.org:10.2471/BLT.21.287654.

Shafaati, M., Chopra, H., Priyanka, Khandia, R., Choudhary, O. P., & Rodriguez-Morales, A. J. (2023). The next pandemic catastrophe: can we avert the inevitable? New Microbes and New Infections, 52, 101110. https://doi.org: 10.1016/j.nmni.2023.101110. 

World Health Organization (2020). Managing the COVID-19 Infodemic: A call for action. Author. https://iris.who.int/bitstream/handle/10665/334287/9789240010314-eng.pdf?sequence=1on

World Health Organization (2024). Let’s flatten the infodemic curve, https://www.who.int/news-room/spotlight/let-s-flatten-the-infodemic-curve