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Tools and Competencies of Metaliteracy

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Presentation from ALLA 2014 by Carolyn Starkey and Wendy Stephens

Presentation from ALLA 2014 by Carolyn Starkey and Wendy Stephens

Published in Education
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  • 1. Tools and Competencies of Metaliteracy Carolyn Jo Starkey SVHS/JCIB/SVTA Alabama State University Alabama Library Association Annual Conference Wednesday, April 23, 2014www.yourspeakeasy.com
  • 2. http://avalaunchmedia.com/infographics/the-complete-history-of-social-media
  • 3. blog.speaksocial.net We started talking…
  • 4. ….and refused to stop.
  • 5. http://www.edudemic.com/internet-minute-infographic/
  • 6. Developed in 2008 by Brian Solis, The Conversation Prism is a visual map of the social media landscape. It’s an ongoing study in digital ethnography that tracks dominant and promising social networks and organizes them by how they’re used in everyday life. The Conversation Prism 2008
  • 7. The Conversation Prism 2009
  • 8. The Conversation Prism 2010
  • 9. The Conversation Prism 2013
  • 10. …the information superhighway has given way to a collaborative social network. Information in this decentered environment is fragmented and transient, requiring new approaches to literacy education. --Mackey and Jocobson, (2014), p. 8
  • 11. As a reframing of information literacy, it (metaliteracy) highlights metacognition, or thinking about one’s thinking, as an essential reflective practice for self- empowerment, participation, and cooperation in today’s open social media environment. http://nelig.acrlnec.org/content/2013-annual- program-abstracts
  • 12. “This approach leads to expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.” –Jacobson and Mackey, 2013
  • 13. For some students, metaliteracy may be a way to augment their practice of the tools they already use by encouraging them to evaluate user feedback and dynamic content critically, create contexts for user-generated information, and understand privacy, ethics, and intellectual property issues in a shifting information landscape. For others, the framework of metaliteracy creates an imperative for educators to increase student access to and understanding of the tools, skills, and knowledge they need to succeed in the world and to be active participants. --Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)
  • 14. Every day, I see students who are adept with mobile technology, but cannot attach a document to an email or complete tasks on a computer that would be assumed competencies in many workplace situations. Likewise, I also see students who are very good at finding information and fairly savvy about evaluating it, but feel disconnected from the idea that they themselves are information producers. --Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)
  • 15. Metaliteracy asks us to think about what constitutes a literate person in contemporary American society. It also asks us how we can reconfigure our pedagogical philosophy and teaching practices to ensure that our students leave our institutions equipped to access and participate in the many information communities available to them. --Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)
  • 16. Innovative Method of Tracking Competencies: Badging
  • 17. Innovative Method of Tracking Competencies: Badging
  • 18. Innovative Method of Tracking Competencies: Badging 1.Master Evaluator 2.Digital Citizen 3.Producer & Collaborator 4.Empowered Learner
  • 19. Innovative Method of Tracking Competencies: Badging
  • 20. Innovative Method of Tracking Competencies: Badging
  • 21. Innovative Method of Tracking Competencies: Badging
  • 22. Innovative Method of Tracking Competencies: Badging
  • 23. Innovative Method of Tracking Competencies: Badging
  • 24. Innovative Method of Tracking Competencies: Badging
  • 25. Questions