This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
1. “What’s in a Name?: Information Literacy,
Metaliteracy, or Transliteracy”
Trudi E. Jacobson, M.L.S., M.A. Tom Mackey, Ph.D.
Distinguished Librarian Dean
University Libraries Center for Distance Learning
University at Albany Empire State College
SUNY SUNY
#acrlname
ACRL 2013 Imagine Innovate Inspire 1
2. Word cloud of “Reframing Information Literacy as a Metaliteracy” at Wordle.net.
2
3. In 1992 Henry Jenkins proposed “an alternative
conception of fans as readers who appropriate
popular texts and reread them in a fashion that
serves different interests, as spectators who
transform the experience of watching television into a
rich and complex participatory culture” (p. 23).
Textual Poachers: Television Fans & Participatory Culture
By Henry Jenkins (1992)
3
4. “The New Media Literacies constitute the core cultural competencies
and social skills that young people need in our new media landscape.”
http://www.newmedialiteracies.org 4
7. First MOOC in SUNY System
Dr. Betty Hurley Dasgupta and Carol Yeager
7
8. What is participatory learning?
• Active • Social
• Interactive • Convergent
• Networked • Emergent
• Connected • Adaptable
• Collaborative • Evolving
• Community • Transformative
• Global • Multi-modal
8
9. ACRL Standard Definition of
Information Literacy (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 legally
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
9
11. TRANSLITERACY
“is concerned with mapping
meaning across different media and
not with developing particular
literacies about various media.”
“Introducing transliteracy
What does it mean to academic libraries?”
Tom Ipri
College & Research Libraries
http://crln.acrl.org/content/71/10/532.full
11
12. TRANSLITERACY
“It is not about learning text literacy
and visual literacy and digital literacy
in isolation from one another but
about the interaction among all
these literacies.”
“Introducing transliteracy
What does it mean to academic libraries?”
Tom Ipri
College & Research Libraries
http://crln.acrl.org/content/71/10/532.full 12
13. TRANSLITERACY
“is the ability to read, write and interact
across a range of platforms, tools and
media from signing and orality through
handwriting, print, TV, radio and film, to
digital social networks.”
“Transliteracy: Crossing Divides”
Sue Thomas, et. al. (2007)
First Monday
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2060/1908
13
14. Media and Information Literacy (MIL)
“Information and media literacy enables
people to interpret and make informed
judgments as users of information and
media, as well as to become skillful
creators and producers of information
and 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
14
16. Mackey and Jacobson (2013)
Metaliteracy in the Open Age of
Social Media manuscript
Figure by Roger Lipera
16
17. “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 a
Metaliteracy” College & Research Libraries. January 2011 72:62-78.
http://crl.acrl.org/content/72/1/62.full.pdf
17
18. “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 a
Metaliteracy” College & Research Libraries. January 2011 72:62-78.
http://crl.acrl.org/content/72/1/62.full.pdf
18
19. “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 a
Metaliteracy” College & Research Libraries. January 2011 72:62-78.
http://crl.acrl.org/content/72/1/62.full.pdf
19
20. “The ability to critically self-
assess one’s own
competencies and to
recognize the need for
integrated or expanded
literacies in today’s
information environment is
a metaliteracy.”
Mackey and Jacobson (2013)
Metaliteracy in the Open Age of Social Media
(manuscript) Sofonisba Anguissola
Self-portrait at the Easel Painting
a Devotional Panel, 1556
Metaliteracy is Metacognitive 20
21. “This metacognitive
approach challenges a
reliance on skills-based
information literacy
instruction only and shifts
the focus to knowledge
acquisition in collaboration
with others.”
Mackey and Jacobson (2013)
Metaliteracy in the Open Age of Social Media Judith Leyster
(manuscript) Self-portrait, 1630
Metaliteracy is Metacognitive 21
22. “This requires a high level of
critical thinking and analysis
about how we develop our self-
conception of information
literacy as reflective learners in
open and social media
environments.”
Mackey and Jacobson (2013)
Metaliteracy in the Open Age of Social Media
(manuscript)
Rembrandt
Self-portrait, 1660
Metaliteracy is Metacognitive 22
23. “Both metaliteracy and transliteracy
challenge traditional skills-based concepts
of information literacy by recognizing the
role of emerging technologies, suggesting
that information technology is a central
component of students’ learning.”
“Connectivism: Learning Theory and Pedagogical
Practice for Networked Information Landscapes”
Michelle Kathleen Dunaway
Reference Services Review Vol. 39 Iss: 4
23
24. “Metaliteracy and transliteracy are
frameworks for understanding information
literacy that emphasize the importance of
communities, connections, information
networks, and information technologies”
“Connectivism: Learning Theory and Pedagogical
Practice for Networked Information Landscapes”
Michelle Kathleen Dunaway
Reference Services Review Vol. 39 Iss: 4
24
25. UNESCO: “Conceptual Relationship of Information Literacy
and Media Literacy in Knowledge Societies” (2013)
“Metaliteracy provides an
integrated and all inclusive core
for engaging with individuals
and ideas in digital information
environments.” (Mackey and
Jacobson, Op. cit., p. 69)
-Toni Carbo, Ph.D.
“Consideration within the broader Mediacy
and Metaliteracy Framework”
A paper for UNESCO
25
26. UNESCO: “Conceptual Relationship of Information Literacy
and Media Literacy in Knowledge Societies” (2013)
“This new paradigm, with its
broader perspective integrating
the many different forms of
literacy, is one that should be
explored in much more depth
across cultures and nations.”
-Toni Carbo, Ph.D.
“Consideration within the broader Mediacy
and Metaliteracy Framework”
A paper for UNESCO
26
27. Survey Instrument
• Survey Monkey
• 26 Questions
• Likert scale
• Some open-ended comments
• Library and Information Science faculty and
librarians (listservs, LinkedIn groups, colleagues)
• 85.5% librarians
• 551 started survey
• 361 completed survey (65.5%)
27
30. Preparation for teaching new
technologies or IL concepts
Very unprepared
Unprepared
Neither prepared nor
unprepared
Well prepared
Very well prepared
0 50 100 150 200
N=368 30
31. Lack of knowledge or skills hinder
teaching new components?
No
Yes
0 50 100 150 200 250
N=360 31
33. Most important change last 2-4 years?
Increased Increased
Incorporated
student centered emphasis on
social media
activities critical analysis
Shifted to online Augmented
teaching assessment
33
35. Understand Format Type and Delivery Mode
Evaluate User Feedback as Active Researcher
Create a Context for User-generated Information
Evaluate Dynamic Content Critically
Thomas P. Mackey and Trudi E. 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 35
36. Produce Original Content in Multiple Media Formats
Understand Personal Privacy, Information Ethics and
Intellectual Property Issues
Share Information in Participatory Environments
Thomas P. Mackey and Trudi E. 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 36
37. Active Metaliterate Engagement
Basic IL Course:
• Migration of individual paper-based research guide to
team-based guide using website
• Creation of information: “what information would you
have liked to find but didn’t?”
• Data visualization/visual literacy component
• Learn the technology on their own, as a team
• Sense of pride and accomplishment
• New skills, altered sense of participation
39. “Kindness Inspires Kindness in the Capital Region”
Anita Brown
Student Blog
http://anitabrown35.wordpress.com/2013/03/
39
40. Metacognitive Practice
– Gain insights about the process of creating
original information
– 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
40
46. Individual Reflection
• Spend 2 minutes thinking about
how you might design an activity
or an assignment to meet one of
the objectives
46
47. Sharing and Polishing
• Group with several people near you
• Share the ideas you each developed
• Select one to develop further
• Select a spokesperson
• Add to metaliteracy.org if time
47
50. New MOOC for Fall 2013:
#L4LLL
Literacies for Lifelong Learning
(a Metaliteracy MOOC)
51. Trudi E. Jacobson, M.L.S., M.A.
Distinguished Librarian
Head, Information Literacy Department
University Libraries
University at Albany, SUNY
Tom Mackey, Ph.D.
Dean
Center for Distance Learning
Empire State College, SUNY
Visual representation of “Reframing Information Literacy as a Metaliteracy”
from the null_sets site at the University of Tennessee.
http://www.flickr.com/photos/nullsets/8587487783/
51
Editor's Notes
----- Meeting Notes (4/1/13 16:55) -----Tom
Tom
Tom
Tom
Tom
Tom
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
TomThis is our visual model to explain Metaliteracy (pause)We see this as a flexible, circular model that builds on information literacy with new technologies and competencies (pause)Metaliteracy expands information literacy to include the ability to produce, share, and collaborate in open learning and social media environments (pause)Metaliteracy also includes a central focus on metacognition, or the ability to think about one’s thinking.Today’s learner moves through these spheres from any direction rather than a traditional linear manner
Tom
Tom
Tom
TomTo be metaliterate requires one to understand existing literacy strengths and areas for improvement, and to make decisions about one’s learning.
Tom
Tom
TomTransliteracy and metaliteracy have been compared in the literature (pause)In this article Michelle Dunaway argues that both frameworks move beyond traditional skills-based instruction (pause)And that emerging technologies are central to both concepts of literacy (pause)We agree with this point
TomDunaway also says that both frameworks focus on the importance of communities, connections, and networks (pause)She compares this to the theory of “connectivism” by George Siemens (pause)Siemens argues that we learn by making connections in networks
Tom
Tom
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi[What I say here will depend on the time available, I will try to at least mention the first two lines below]In the information literacy course that I teach, I try to incorporate the metaliteracy learning objectives in a number of ways (pause)Students, working in teams, create their own information sources, research guides, using a website that they have to learn how to create (pause)Not only do they create the website, which provides citations for and critical annotations of resources on a topic, they each have to create their own information source using a web application (pause)This source is supposed to fill in gaps in the information that they have found, and might take the form of a short movie, or a timeline about their topic, or a Prezi presentation (pause)In this source they have created, they often address the issue of visual literacy, and how that information has a different impact than traditional text
TrudiHere is the landing page of one team’s website. This team of 5 students created this entire resource. I should mention that this course is only 14 hours long, and the students do all the work on the website in class (pause)Greg will put the URL in the chat window in case you would like to explore it. http://mediapolitics.weebly.com/index.html
Tom
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Trudi
Tom: 10 minutes, or amount of time left minus 5-10 minutes for questions
Tom
TomThis year Empire State College offered two Massive Open Online Courses or MOOCs (pause)Next fall we will offer a new MOOC on the topic of Literacies for Lifelong Learning (pause)This will be a Metaliteracy MOOC that explores many of today’s emerging literacy frameworks (pause)Our MOOC will be free and open to everyone. We invite you to attend our MOOC next year.