Metaliterate Learning for the Post-Truth World. Edited by Thomas P. Mackey and Trudi E. Jacobson. Chicago: ALA, 2019. 230 p. Paper $64.99 (ISBN 978-0-8389-1776-3).

One of the great challenges in librarianship currently is educating digital natives on how to identify misinformation and “fake news,” while also transforming them into information literate, responsible consumers, and creators of knowledge. Since 2011, metaliteracy has been proffered as a potential cure for the current relativistic “post truth” era. Written and edited by experts in this subject, Metaliterate Learning for the Post-Truth World introduces the reader to the concept of metaliteracy, a pedagogical model emphasizing reflective learning and the informed production of new knowledge. Summarized as “knowing how to think, not what to think,” metaliteracy does not focus on discrete information literacy skills, instead stressing a holistic approach to literacy and learning. The theoretical framework advocates guiding students to responsible interaction with information as both consumers and creators by teaching them to understand their own biases and emotional responses to new information. Under this model, students would be better prepared to access and accept changes to currently held beliefs when new information becomes available.

Written with information professionals in mind, the first half of the book introduces the reader to the theoretical underpinnings of metaliteracy, particularly the efficacy of its use as a pedagogical model and encouraging the reframing of learning experiences to encourage students to reflect on their thinking, understanding, absorption, and creation of information. Chapters include examples of how metaliterary would provide solutions to strengthening scientific literacy and interacting with online misinformation. This part of the book introduces the reader to the arguments as to why information literacy efforts should be framed as both an antidote to misinformation and as a producer of responsible digital citizens. The second half is devoted to real-world applications of the theory in various higher education classroom settings, including educating other information professionals. This is particularly useful to librarians who find the integration of the theories of metaliteracy into concrete learning experiences daunting.

This book is a good primer to theoretical aspects of concept, as well as containing practical applications. Its multidisciplinary approach to the subject matter encourages not just librarian conversations about the topic, but also the inclusion of the entirety of the teaching academy. It also provides a deeper understanding of the theoretical underpinnings of the Association of College and Resources Libraries’ Framework for Information Literacy for Higher Education, as metaliteracy also focuses on students’ ability to obtain a deeper, irreversible understanding of information’s interaction in their lives. This book will be particularly useful for librarians who are interested in information literacy as it relates to digital content and searching for guidance in integrating information literacy into social media discussion and instruction. Librarians and non-library faculty involved in instruction at all levels will also find it useful.—Elizabeth White, Research and Instruction Librarian, University of Georgia, Athens, Georgia