2013 3T's Presentation

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  • Need correct title, Greg’s info added here and on closing slide
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  • TrudiCommittee now looking at radical revisions, the discussion will incorporate much of what we’ll be discussing today
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  • Trudi Create context: Wikipedia, RSS, GoogleScolar
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  • Trudi Need copies of handout to give out, with learning objectives
  • Trudi Need copies of handout to give out, with learning objectives
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  • Trudi (Intro)
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  • 2013 3T's Presentation

    1. 1. In Practice“Metaliteracy sounds great but how do I teach it?” Trudi Jacobson, Tom Mackey, and Greg Bobish 3Ts Transliteracy, Technology, Teaching Conference SUNY Empire State College March 15, 2013 1
    2. 2. THE GENESIS OF METALITERACY 2
    3. 3. “Participatory cultureshifts the focus of literacyfrom one of individualexpression to communityinvolvement” (p. xiii).Confronting the Challengesof Participatory CultureMedia Education for the 21st CenturyHenry Jenkins2009 3
    4. 4. “The new literacies almostall involve social skillsdeveloped throughcollaboration andnetworking.” (p. xiii).Confronting the Challengesof Participatory CultureMedia Education for the 21st CenturyHenry Jenkins2009 4
    5. 5. Horizon Report 2013 1. MOOCs (1) 2. Tablet computing (1) 3. Games/gamification (2-3) 4. Learning Analytics (2-3) 5. 3D Printing (4-5) 6. Wearable technology (4-5)http://www.nmc.org/pdf/2013-horizon-report-HE.pdf 5
    6. 6. "Changing Course: Ten Years of Tracking Online Education in the United States” • “Over 6.7 million students were taking at least one online course during the fall 2011 term, an increase of 570,000 students over the previous year.” http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
    7. 7. “Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities.”Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as aMetaliteracy” College & Research Libraries. January 2011 72:62-78.http://crl.acrl.org/content/72/1/62.full.pdf 7
    8. 8. “It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities.”Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as aMetaliteracy” College & Research Libraries. January 2011 72:62-78.http://crl.acrl.org/content/72/1/62.full.pdf 8
    9. 9. “Information literacy is central to this redefinition because information takes many forms online and is produced and communicated through multiple modalities. ”Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as aMetaliteracy” College & Research Libraries. January 2011 72:62-78.http://crl.acrl.org/content/72/1/62.full.pdf 9
    10. 10. “The ability to critically self-assess one’sown competencies and to recognize theneed for integrated or expanded literaciesin today’s information environment is ametaliteracy.”Mackey and Jacobson (2013)Metaliteracy for the Open Age of Social Media manuscriptMetaliteracy is Metacognitive 10
    11. 11. “This metacognitive approach challenges areliance on skills-based information literacyinstruction only and shifts the focus toknowledge acquisition in collaboration withothers.”Mackey and Jacobson (2013)Metaliteracy for the Open Age of Social Media manuscriptMetaliteracy is Metacognitive 11
    12. 12. Mackey and Jacobson, 2012Figure by Roger Lipera 12
    13. 13. “Both metaliteracy and transliteracychallenge traditional skills-based conceptsof information literacy by recognizing therole of emerging technologies, suggestingthat information technology is a centralcomponent of students’ learning.” “Connectivism: Learning Theory and Pedagogical Practice for Networked Information Landscapes” Michelle Kathleen Dunaway Reference Services Review Vol. 39 Iss: 4 13
    14. 14. “Metaliteracy and transliteracy areframeworks for understanding informationliteracy that emphasize the importance ofcommunities, connections, informationnetworks, and information technologies;” “Connectivism: Learning Theory and Pedagogical Practice for Networked Information Landscapes” Michelle Kathleen Dunaway Reference Services Review Vol. 39 Iss: 4 14
    15. 15. “Metaliteracy provides an integratedand all inclusive core for engagingwith individuals and ideas in digitalinformation environments.” (Mackeyand Jacobson, Op. cit., p. 69) -Toni Carbo, Ph.D. “Consideration within the broader Mediacy and Metaliteracy Framework” A paper for UNESCO 15
    16. 16. “This new paradigm, with its broaderperspective integrating the manydifferent forms of literacy, is one thatshould be explored in much moredepth across cultures and nations.” -Toni Carbo, Ph.D. “Consideration within the broader Mediacy and Metaliteracy Framework” A paper for UNESCO 16
    17. 17. EVOLVING MODELS OFINFORMATION LITERACY 17
    18. 18. ACRL Standard Definition (1989) • Determine the extent of information needed • Access the needed information effectively and efficiently • Evaluate information and its sources critically • Incorporate selected information into one’s knowledge base • Use information effectively to accomplish a specific purpose • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legallyhttp://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm 18
    19. 19. Seven Pillars Model
    20. 20. Media and Information Literacy (MIL)“Information and media literacy enablespeople to interpret and make informedjudgments as users of information andmedia, as well as to become skillfulcreators and producers of informationand media messages in their own right.”http://portal.unesco.org/ci/en/ev.php-URL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201.html 20
    21. 21. 21
    22. 22. Metaliteracy in Practice • Understand Format Type and Delivery Mode • Evaluate User Feedback as Active Researcher • Create a Context for User-generated Information • Evaluate Dynamic Content CriticallyThomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as aMetaliteracy” College & Research Libraries. January 2011 72:62-78.http://crl.acrl.org/content/72/1/62.full.pdf 22
    23. 23. Metaliteracy in Practice • Produce Original Content in Multiple Media Formats • Understand Personal Privacy, Information Ethics and Intellectual Property Issues • Share Information in Participatory EnvironmentsThomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as aMetaliteracy” College & Research Libraries. January 2011 72:62-78.http://crl.acrl.org/content/72/1/62.full.pdf 23
    24. 24. Metaliteracy Learning Goals • Evaluate content, including dynamic content (online content that changes and evolves, such as article preprints, blogs, and wikis), critically • Understand personal privacy, information ethics, and intellectual property issues in changing technology environmentsDeveloped as part of a SUNY Innovative Instruction Technology Grant (IITG) andbased on Mackey/Jacobson “Reframing Information Literacy as a Metaliteracy” College& Research Libraries. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.full.pdf 24
    25. 25. Metaliteracy Learning Goals • Share information / collaborate in a variety of participatory environments • Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goalsDeveloped as part of a SUNY Innovative Instruction Technology Grant (IITG) andbased on Mackey/Jacobson “Reframing Information Literacy as a Metaliteracy” College& Research Libraries. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.full.pdf 25
    26. 26. Metaliteracy Learning Objectives Four domains are represented: 1. Behavioral 2. Cognitive 3. Affective 4. MetacognitiveDeveloped as part of a SUNY Innovative Instruction Technology Grant (IITG) andbased on Mackey/Jacobson “Reframing Information Literacy as a Metaliteracy” College& Research Libraries. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.full.pdf 26
    27. 27. TEACHING FROM A METALITERACYFRAMEWORK 27
    28. 28. UNL 205, Information Literacy General Education Course Meets 7 times, once per week for 7 weeks
    29. 29. Some things I’ve used in my course that involve aspects of Metaliteracy Blog assignments Students respond weekly to a posting involving some aspect of information ethics, access, or technology.They gain the experience of doing this in an open environment, as anyone can see their postings, and classmates can respond to one another.
    30. 30. Favorite Comment from 3D Printing Blog Assignment “Maybe if open access allowed our school to nolonger have to pay for subscriptions to academic journals and such, we could afford this.”
    31. 31. Some things I’ve used in my course that involve aspects of MetaliteracyPlatform for team projects, involves learning to edit content, embed RSS or Twitter feeds, videos, images, etc. in an online environment. They are creating a resource by searchingfor, finding, and incorporating other resources.
    32. 32. http://unl205fall20122.pbworks.com/w/page/60265544/United
    33. 33. A recent multi-part assignmentNow that you’ve had a chance to post a few blog comments and get a feel for that, take thesame content (more or less) and try expressing it in different contexts and examine whatthis does to the way the message is received.INDIVIDUALLY:1. Choose what you feel is one of your best blog posts from the homework.2. Copy the content from that blog post into Tagxedo (tagxedo.com), choose ashape/colors/etc. Tweet the URL of the image using your team’s Twitter account.3. Take the content from that blog post and condense it into a 140 character tweet, andpost the tweet to your team’s twitter account.AS A TEAM:Answer the question: What difference does it make to express the same information inthese three different ways: Blog post, Word Cloud (tagxedo), and Tweet?
    34. 34. Digital Storytelling (online) http://www.youtube.com/watch?v=4GnTUzxO3Ak 36
    35. 35. • Understand Format Type and delivery mode – YouTube video; software application needed to create video and social media video site• Evaluate User Feedback as Active Researcher – Related to selecting software application and format; evaluating other examples online• Create a Context for User-generated Information – Developing the narrative, storyboard, design, sequence of ideas; comments by users online• Evaluate Dynamic Content Critically – Self-reflection on narrative and project, decisions about software choices 37
    36. 36. • Produce Original Content in Multiple Media Formats – Student as producer of YouTube video• Understand Personal Privacy, Information Ethics and Intellectual Property Issues – Decision about how and what to share; privacy settings on YouTube video• Share Information in Participatory Environments – Decision to share in open environment; personal/public; link to other social spaces (Facebook, Twitter, etc.) 38
    37. 37. • Metacognitive – Gain new insights about the process of creating original information in these environments – Understand what one needs to know when creating and sharing – Recognize gaps in knowledge – Seek new knowledge to adjust to challenging situations – Adapt to changing technologies – Continuously Self-reflect – Demonstrate empowerment through interaction, communication, and presentation – Reflect on production and participation 39
    38. 38. DEVELOPING METALITERACYACTIVITIES AND ASSIGNMENTS 40
    39. 39. Next MOOC for fall 2013: #L4LLLLiteracies for Lifelong Learning (a Metaliteracy MOOC)
    40. 40. Gregory BobishUser Education/Reference LibrarianUniversity LibrariesUniversity at Albany, SUNYTrudi E. JacobsonDistinguished LibrarianHead of the Information Literacy DepartmentUniversity LibrariesUniversity at Albany, SUNYTom MackeyDeanCenter for Distance LearningEmpire State College, SUNY 42

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