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  • Recognize the ethical considerations of sharing information (A)Distinguish the kinds of information appropriate to reproduce and share publicly, and private information disseminated in more restricted/discreet environments (C)
  • First tried as Google Yourself or Your InstructorQuotes, changing search terms, adding search termsCan allude to finding private information (ages, addresses, grades) but should not post sensitive informationSTUDENTS LOVE IT! ALREADY DONE THIS SEMESTER AND IT”S NOT DUE UNTIL SUNDAY
  • ALL RESEARCH IS BREADCRUMBS. Followed up by assignment involving a citation trail backwards and forwards.
  • Produce original content appropriate to specific needs in multiple media formats; transfer knowledge gained to new formats in unpredictable and evolving environments (B)Value user-generated content and critically evaluate contributions made by others: see self as a producer as well as consumer, of information (A)Beef up this assignments collaboration: Have them use different tools to convey the same information (similar to final assignment)
  • Discuss content types, tools,and the prevalenceof the information cycle. Peer-review and revision-collaborative. Objects mostly publicly accessible
  • Other examples:http://www.powtoon.com/p/d38gcFYe93u/#.UUY7e4IT6SU.favoriteshttp://www.tiki-toki.com/timeline/entry/111573/BP-Oil-Spill-Information-Cycle/#vars!date=2010-04-24_08:33:46!
  • Determine scope of the question or task required to meet one’s needs Recognize that learning is a process and that reflecting on errors or mistakes leads to new insights and discoveries (M)
  • Love/Hate relationship with LMS discussions
  • Appreciate the importance of assessing content from different sources, including dynamic content from social media, critically (A)Place an information source in its context (for example, author’s purpose, format of information, and delivery mode) in order to ascertain the value of the material for that particular situation (B, C)
  • In groups of four students are assigned a book (or book chapter) and a scholarly article on a topic. They must create four new secondary sources of varying content types based on these sources (News article, blog, press release, encyclopedia entry, video). A wikipedia assignment would also function well here.

Transcript

  • 1. REIMAGINING INFORMATION LITERACY AS METALITERACY Vera Lux Bowling Green State University @thetruelight IN A CREDIT LIBRARY COURSE #metaliteracy
  • 2. WHAT IS METALITERACY ? Conceptual framework developed by Tom Mackey and Trudi Jacobson – Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. – MOOC – Learning Collaborative – Metaliteracy.org – Forthcoming book
  • 3. IN THE AGE OF SOCIAL MEDIA, WE ARE ALWAYS PUBLISHING AND RESEARCHING Jason Howie Some Rights Reserved
  • 4. BLURRED LINES OF METALITERAC Y Teacher Producer Learner Consumer
  • 5. THE METALITERATE LEARNER Four primary goals designed to support learning through four domains Behavioral Affective Cognitive Metacognitive Primarily reflective and conceptual rather than skillbased http://metaliteracy.org/learning-objectives/
  • 6. CREDIT COURSES LIB 2250/LIB2210 –3 credit hour/1 credit hour –Entirely online –Modern LMS—Canvas –Mobile-friendly
  • 7. Some rights reserved by Dave Hoffman Understand personal privacy, information ethics, and intellectual property issues in changing technology
  • 8. GOOGLE INTRODUCTIONS Students introduce each other (in pairs) to the class by what they can find out about the other person online. – Placed in the context of online privacy – Included instruction in basic searching techniques and critical thinking skills – Strict guidelines about what should and should not be included – Metacognitive
  • 9. ―Doing this research is kind of like Hansel and Gretzel leaving breadcrumbs to follow and hope that they lead you some where. This was a very fun idea of getting to know each other.‖ ―When I had typed her first and last name she is the only student at BGSU directory that came up. I was able to find out her middle name as well and with this I was able to find a picture on google images. ― Some rights reserved by Jarkko Laine
  • 10. ―I am surprised that you could see so much from my Facebook, I have everything set to private. ‖ ―It’s actually creepy that I can find this information out so quickly via Facebook without even being your friend!‖ ―I wasn’t aware of how public all of my information was. This was a wakeup call for how easy it is to find something and I’m not sure if I like that. ‖ Some rights reserved by rpongsaj
  • 11. Share information and collaborate in a variety of participatory environments Some rights reserved by SalFalko
  • 12. DIGITAL LEARNING OBJECTS Students developed a digital learning object related to a course topic or their chosen research topic – Content types included blogs, infographics, timelines, videos, presentations, and memes – Reinforces course concepts – Collaborative – Essay encourages metacognition
  • 13. Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals Find everything you need? If not, begin again Evaluate what you've found What do you need to know Basic Research Process Find the information Determine how to find the information
  • 14. TWITTER AS A DATABASE Students develop advanced search techniques applicable to academic and non-academic information needs – Timed to complement instruction on scholarly databases – Familiar but transferable – Does not require twitter account – Reinforces discussion of online privacy
  • 15. Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis Some rights reserved by rcade
  • 16. FINAL ASSIGNMENT Students work in groups of four to create new sources of varying content types (News article, blog, press release, encyclopedia entry, video appeal, etc. ) with a book and an scholarly article on a similar topic as a starting point. – Examine scholarly and non-scholarly types of information – Explore ideas of purpose and audience – Deconstructs the information cycle
  • 17. COURSEINTEGRATED SESSIONS AKA the ―one-shot‖ Possible Approaches – Team-based Learning (TBL) – Flipped classroom – Activities on types of information – Consider necessary skills of the metaliterate individual in that discipline
  • 18. Thank You! Contact me at vlux@bgsu.edu or @thetruelight for follow-up information including copies of instructional materials.