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Framework for Information Literacy for Higher Education


The following excerpt is adapted from Reframing Information Literacy as a Metaliteracy C & RL, 72.1 January 2011, authored by  Dr. Thomas Mackey and Trudi Jacobson. You can learn more at  

Metaliteracy learning falls into four domains: 

  • behavioral (what students should be able to do upon successful completion of learning activities—skills, competencies), 
  • cognitive (what students should know upon successful completion of learning activities—comprehension, organization, application, evaluation), 
  • affective (changes in learners’ emotions or attitudes through engagement with learning activities),
  • metacognitive (what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn). 

These learning objectives recognize that metaliterate “learners,” as they are called here, must learn continually, given the constantly and rapidly evolving information landscape. Instructors and learners can meet these objectives in a variety of ways, depending on the learning context, choosing from a menu of learning activities. The objectives are conceived broadly, so as to remain scalable, reproducible, and accessible in a range of contexts.

Michele Forte (Empire State College), Trudi Jacobson (University at Albany), Tom Mackey (Empire State College), Emer O’Keeffe (University at Albany), and Kathleen Stone (Empire State College) 

The Metaliterate Learner Figure by Tom Mackey, Trudi Jacobson, and Roger Lipera available via CC-BY-NC 

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REMIX: Digital Literacy Resource Portal
Navigating the Digital Learning Landscape

A 21st Century student should be able to locate digital information for classwork and use it for the creation of new knowledge.  Remix assembles information in one place to assist you in these tasks.

How it Works

Remix presents a series of typical digital projects assigned by Notre Dame professors.  Each project describes some of the challenges a student is likely to face in completing the assignment. Additionally, each project site offers an array of resources, divided into three phases: Discover, Mix, and Share.  Keep in mind that research and knowledge creation is not a linear process - you may cycle in and out of a phase several times before you complete your project.

Discover – These resources help you explore and evaluate various information sources to build your knowledge of the topic you have chosen.  In today’s connected world, knowledge resides in a variety of formats – text, image, video, audio, blogs, articles, wikis – and within diverse cultures and personalities. The digital explorer should be able to decide which paths to follow in order to harvest the best possible information for a particular project. 

Mix – When you bring together knowledge from a number of different sources and synthesize all you have learned, you create new knowledge.  Your work might be informed by scholarly articles, blog posts, musical lyrics, video, and even the collective reflections of your team.  The resources in the Mix phase of each project are chosen because they will aid you in using a variety of information sources to make sense of a new idea.

Share – Your new knowledge becomes mature when you are able to share it with others with clarity and confidence.  In a digital world, this can take the shape of an image, a video, an audio file, or a combination of all of these. You have created new knowledge – the Share resources will help you effectively and creatively demonstrate it to your audience.

*Inspire Me resources are high quality examples of the kind of work that is required for your assignment. Student Examples represent innovative usage of digital tools for a media assignment.

Remix is a joint project of Hesburgh Libraries, the Kaneb Center for Teaching & Learning, and the Office of Information Technology (OIT).  Core team members are: