OER Knowledge CloudJournal Article20172017/09O'Brien, KelseyForte, MicheleMackey, ThomasJacobson, TrudipedagogyMOOCsmetaliteracymassive open online coursesOpen Praxis93267–2862304-070XThis article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a lens for applied teaching and learning strategies in the development of a cMOOC and two xMOOCs. The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy.yes10.5944/openpraxis.9.3.553http://openpraxis.org/index.php/OpenPraxis/article/view/553http://openpraxis.org/index.php/OpenPraxis/article/view/553553-2356-2-PB.pdf