About this Course


Affiliation and Course Registration

The Metaliteracy MOOC is open to students at the University at Albany and Empire State College for credit as well as to all global participants as a free and open learning experience.  We invite new ideas and conversations related to this evolving concept.

If you would like to be eligible to receive college credits and are not a matriculated SUNY Empire State College student, it will be necessary, in addition, to register for the course with Empire State College. This link will take you to a page where you can then complete a short form for taking an Empire State College course as a non-degree student.

Course Descriptions:

Metaliteracy MOOC (MLMOOC)

2 Credit Undergraduate Study

UAlbany UUNL300x taught by Trudi Jacobson (2 credit); component of UNL205x taught by Jenna Hecker, and Tor Loney (1 credit), and Empire State College Guided Independent Study (2 credit) facilitated by Tom Mackey and Carol Yeager.

Fall Semester (September Term)

In collaboration with Empire State College and the University at Albany, this is a Massive Open Online Course (MOOC) that examines metaliteracy as a comprehensive approach to information literacy in the social media age.  Metaliteracy provides a metacognitive perspective that empowers learners to produce and share information in participatory social media environments. It also introduces an overarching framework for related literacy types, such as visual literacy, digital literacy, and media literacy, in connection to an expanded metaliteracy structure. As a metaliteracy cMOOC this learning experience will be collaboratively produced and delivered by scholars from around the world with expertise in emerging literacies. These terms will be discussed within a metaliteracy viewpoint that unifies complementary approaches to literacy with a self-empowering metacognitive perspective.  Learners will engage in an open online environment using some of the online resources that have inspired metaliteracy, including blogs, video conferencing, twitter, online discussions, and collaborative online communities.

Metaliteracy MOOC Blog Grading Rubric (for Enrolled Students)

*This is a community of trust. The ethical use of applications, references, and resources is expected. The lack of attribution of all sources used may result in a failing grade*





Below Expectations

Needs Improvement




Frequency of Posts



Few or no posts; posts not spread throughout the course

Generally one post per MOOC Talk

Generally two posts per MOOC Talk

Several posts per course segment, including and extending beyond MOOC Talks


Critical Thinking/



Posts unclear or off topic, critical thinking lacking

Few connections made, evidence of some critical thinking,

Regular connections between Talks and readings, some evidence of critical thinking

All components of the course aresynthesized, critical thinking evident


Metacognitive Reflection on Course Topics


No or little evidence of metacognition

Occasional evidence that the student is thinking about his or her thinking

Posts show consistent evidence that student is self-reflective

Metacognitive reflection is an element in all posts


Contribution to the Conversation


Does not meet average requirements, posts are superficial or non-existent


Periodically offers new insights, little evidence of engaging with others’ interpretations

Offers new insights and interpretations, synthesizes and develops the comments of others

Posts reflect full engagement with course content, other participants and additional readings




No development beyond existing template

Graphics and multimedia don’t enhance content, and/or problems with credits, tagging or captions

Graphics and multimedia support content, most properly credited and tagged, with captions

Wide range of pertinent graphics and multimedia, all properly credited and tagged, with captions


Increasing Nuance or



Not enough posts to assess or no change in caliber

Some evidence of change

Evidence of more sophisticated and originalposts

Posts reflect a change in rubric levels (also awarded if all posts excellent)




Frequent grammatical, spelling, and punctuation errors. Writing style does not communicate effectively

Some grammatical, spelling, and punctuation errors that distract readers

Few grammatical, spelling, and punctuation errors. Writing style generally communicates effectively

No grammatical, spelling, and punctuation



Study name: MOOC Metacognitive Analysis

3 credit graduate study

Guided independent study

Mentor/instructor: Nicola Marae Allain

September Term

Learning Contract

Program: MA.LET

In this research-based course, the student will critically examine the experience of participating in a connectivist Metaliteracy Massive Online Course offered by Empire State College and the University at Albany (described below). In addition to enrolling in the MOOC and completing assigned educational activities, the student will conduct a metacognitive analysis of the MOOC, with the following focus:

(1) evaluation of the efficacy of the learning environment (2) analysis of approaches to assessment, both actual and potential (3) a metacognitive analysis of the student’s learning in the MOOC. The student will complete a related research project and literature review of his or her choice.


Information Literacy Department, University Libraries, The University at Albany

Center for Distance Learning, Empire State College

Master of Arts in Emerging Learning and Technologies (MALET), The School for Graduate Studies, Empire State College

Course Schedule

Schedule here

Technologies Used

In the spirit of metaliteracy, a variety of technologies will be employed by all participants to share information and to collaborate during the course. The MOOC Talks will be conducted on Blackboard Collaborate. Each student will create her or his own blog, which will be harvested by an RSS program, gRSShopper, and appear in the Metaliteracy MOOC Newsletter. The newsletter will be sent to all registered participants. Flickr, YouTube, and Instagram are examples of applications that might be embedded in blog posts, and participants will be encouraged to explore a variety of other web-based applications. Those working on a team project will have flexibility in determining which technologies will advance their work.


Visual representation of “Reframing Information Literacy as a Metaliteracy” from the null sets site at the University of Tennessee.