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This presentation, "Transliteracy and Metaliteracy: Emerging Literacy Frameworks for Social Media" was part of the CMC11 MOOC offered by SUNY Empire State College, with Thomas P. Mackey, Interim Dean ...

This presentation, "Transliteracy and Metaliteracy: Emerging Literacy Frameworks for Social Media" was part of the CMC11 MOOC offered by SUNY Empire State College, with Thomas P. Mackey, Interim Dean at CDL and Trudi E. Jacobson, Distinguished Librarian at The University at Albany.

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  • Tom introduces
  • Tom and Trudi
  • TomMASS MOCA, North Adams MA
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  • TomUnderstanding Information AccessUnderstanding HyperconnectivityUnderstanding the New Sense of Space
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  • TrudiCreate context: Wikipedia, RSS, GoogleScolar
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Mooc final Mooc final Presentation Transcript

  • Transliteracy and Metaliteracy: Emerging Frameworks for Social Media
    1
    Week 4
    Thursday October 6
    2011
    http://www.cdlprojects.com/cmc11blog/
  • Thomas P. Mackey, Ph.D.
    Interim Dean
    Center for Distance Learning
    Empire State College
    State University of New York
    Tom.Mackey@esc.edu
    Trudi E. Jacobson, M.L.S.
    Distinguished Librarian
    University Libraries
    University at Albany
    State University of New York
    TJacobson@uamail.albany.edu
  • Wikipedia, 2011, Rob Matthews
    “London-based graphic designer and artist Rob Matthews experiments with the translation of objects, images, and ideas from one medium to another. His works display the playful and sometimes precarious or unwieldy results of his investigations into the authenticity of contemporary media.”
    3
    Wikipedia, 2011, Rob Matthews, MASS MOCA
  • Wikipedia, 2011, Rob Matthews
    “Wikipediadisplays his attempt to give physical form to a web site: 5,000 pages of special features printed from Wikipedia, bound into an absurdly large (but still insufficiently comprehensive) volume.”
    4
    Wikipedia, 2011, Rob Matthews, MASS MOCA
  • 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 legally
    5
    http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
  • Seven Pillars of Information LiteracyCore Model for Higher Education
  • Circular nature of Seven Pillars
  • Conceived of as three dimensional circular building
    Founded on an individual’s perception of the information landscape at that point
    An individual can be developing within several pillars independently or simultaneously, though often there is some correspondence
    SCONUL Working Group on Information Literacy, 2011
    http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html
    Circular nature of Seven Pillars
  • Today’s multi-faced information environment is acknowledged in each pillar’s skills and competencies
    IL individuals will expand their horizons, seeking and, after evaluation, using new tools as a part of the process
    Expansion of Seven Pillars
  • Present Information Pillar
    One of the abilities:
    “Develop a personal profile in the community using appropriate personal networks and digital technologies (e.g. discussion lists, social networking sites, blogs, etc.)”
  • How we previously presented information:
  • Collaborative online communities
    Transient environment
    Wikis
    Blogs
    Virtual worlds
    Social networking sites
    Videos
    Digital images
    And all the earlier formats
    Presenting information today
  • Within social media contexts,
    Information is no longer a static object that is simply accessed and retrieved (Mackey and Jacobson, 2011, p.62).
    It is a dynamic entity that is produced and shared collaboratively with such innovative Web 2.0 technologies as Facebook, Twitter, Delicious, Second Life, and YouTube (Mackey and Jacobson, 2011, p. 62).
    What happened?
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a MetaliteracyColl. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • 14
    http://www.unesco.org/new/index.php?id=19145&L=0
  • Horizon Report 2011
    E-books
    Mobiles
    Augmented reality
    Game-based learning
    Gesture based computing
    Learning Analytics
    PranavMistry, MIT Media Lab
    'Sixth Sense Device’
    W3C Mobile Web Initiative
    15
  • Mobile Literacy
    16
    Understanding Information Access
    Understanding Hyperconnectivity
    Understanding the New Sense of Space
    David Parry.
    Mobile Perspectives: On Teaching Mobile Literacy
    EDUCAUSE Review Magazine, Volume 46, Number 2, March/April 2011
    http://www.engadget.com/2009/12/03/layar-3-0-reunites-the-beatles-in-3d-augmented-reality/
    “The Beatles discovery tour”
  • Horizon Report 2011
    “Although there is broad consensus that digital media literacyis vitally important for today’s students, what skills constitute digital literacy are still not well- defined nor universally taught.”
    17
  • Horizon Report 2011
    “Teacher preparation programs are beginning to include courses related to digital media literacy, and universities are beginning to fold these literacy skills into coursework for students, but progress continues to be slow.”
    18
  • http://acrlvislitstandards.wordpress.com/
    19
  • Visual Literacy
    “The importance of images and visual media in contemporary culture is changing what it means to be literate in the 21st century.”
    ACRL Visual Literacy Competency Standards for Higher Education
    Draft 9/19/2011
    http://acrlvislitstandards.files.wordpress.com/2011/09/acrlvislitstandards_draft_20110919.pdf
  • ACRL Visual LiteracyCompetency Standards
    Unique issues
    Critically interact with visual content
    View
    Use
    Produce
    "Towards A Periodic Table of Visualization Methods for Management"Lengler R., Eppler M. (2007). Towards A Periodic Table of Visualization Methods for Management. IASTED Proceedings of the Conference on Graphics and Visualization in Engineering (GVE 2007), Clearwater, Florida, USA.
  • Visual Literacy
    http://heyjude.wordpress.com/2011/02/15/visual-literacy-competency-standards/
    http://heyjude.wordpress.com/2011/02/15/visual-literacy-competency-standards/
  • Visual Literacy Standards
    Based on the ACRL’s Information Literacy Competency Standards
    Provide tools for educators
    Establish an intellectual framework and structure to facilitate skill development
    Articulate observable learning outcomes that can be taught and assessed
  • Data Visualization
    24
    http://www.informationisbeautiful.net/visualizations/
  • Which would you prefer?
    Data
    Visualization
    25
    Information is Beautiful Blog Oct 2, 2009 http://www.informationisbeautiful.net/2009/who-rules-the-social-web/
  • Questions?
    Next section: Transliteracy and Metaliteracy
    26
  • 27
    “Both metaliteracy and transliteracychallenge 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
  • 28
    “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
  • 29
    “…these concepts are central to the principles of the theory of connectivism, which postulates that communities, connections, information networks, and information technologies are central to the learning process.”
    “Connectivism: Learning Theory and Pedagogical Practice for Networked Information Landscapes”
    Michelle Kathleen Dunaway
    Reference Services Review Vol. 39 Iss: 4
  • T R A N S L I T E R A C Y
    30
  • Transliteracy Research Group
    “Transliteracyis 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.”
    31
    http://nlabnetworks.typepad.com/transliteracy/
  • “Research in the Technological, Social, and Cultural Practices of Online Reading”
    Established 2005
    Interdisciplinary research team in humanities, social sciences, and engineering
    University of California, Santa Barbara
    32
    http://transliteracies.english.ucsb.edu/category/research-project
  • Transliterate
    “to write or print a letter or word using the closest corresponding letters of a different alphabet or language.”
    33
    http://crln.acrl.org/content/71/10/532.full
  • Transliteracy
    “mapping meaning across different media and not with developing particular literacies about various media.”
    34
    http://crln.acrl.org/content/71/10/532.full
  • 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.”
    35
    http://crln.acrl.org/content/71/10/532.full
  • M E T A L I T E R A C Y
    36
  • Metaliteracy
    “promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. ”
    37
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a MetaliteracyColl. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • Metaliteracy
    “Information literacy is central to this redefinition because information takes many forms online and is produced and communicated through multiple modalities. ”
    38
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a MetaliteracyColl. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • 39
    Figure rendered
    by Roger Lipera
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a MetaliteracyColl. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a MetaliteracyColl. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
    40
  • 41
  • Questions?
    Next section: Metaliteracy in Practice
    42
  • 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 Critically
    43
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a MetaliteracyColl. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • Metaliteracy in Practice
    Produce Original Content in Multiple Media Formats
    Understand Personal Privacy, Information Ethics and Intellectual Property Issues
    Share Information in Participatory Environments
    44
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a MetaliteracyColl. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • 45
  • Digital Storytelling Process
    46
    Course Context
    Readings
    D.S. Rubric
    Virtual Field Trips
    Discussion
    Feedback
  • Critical thinking through production
    Develop several digital narratives with Web 2.0 :
    Wordle (visual story icebreaker)
    WordPress blog (fictional, personal, or documentary style)
    Animoto (your story in a multimedia format)
    Open choice (Artifacts project)
    VoiceThread (“If I were….. I would…”)
    Twitter (Collaborative story)
    47
  • e-Portfolios
  • Metaliteracy Information Literacy Course
    Effect on basic information literacy course
    Less focus on traditional information formats
    New segment: data visualization/visual literacy
    Exploration & creation of web-based tools
    Student resistance or discomfort
    Continued emphasis on information evaluation
    Need for advanced course
    Focus entirely on emerging information formats
    Immersion into participant-generated information
  • Final project basic IL course
    2009
    Paper-based research guide created by individual
    9 traditional sources (book, reference book, 3 articles, 2 websites, primary source, gov’t document, image, or video)
    Need to find excellent websites
    2011
    Wiki-based information guide created by team
    5 traditional sources
    Student-created content using a social media tool (Prezi, Dippity, XtraNormal, etc.), further developed in team
    Need to find website providing misinformation
    50
  • Questions?
    In closing
    51
  • Thomas P. Mackey, Ph.D.
    Interim Dean
    Center for Distance Learning
    Empire State College
    State University of New York
    Tom.Mackey@esc.edu
    Trudi E. Jacobson, M.L.S.
    Distinguished Librarian
    University Libraries
    University at Albany
    State University of New York
    TJacobson@uamail.albany.edu