Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
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.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
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.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
Teaching Metaliteracy in the Post-Truth WorldTom Mackey
This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
New Visual Social Media for the Higher Education ClassroomRochell McWhorter
Authors: Julie A. Delello and Rochell R McWhorter
This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.
"If you love something, let it go": A Bold Case for Shared Responsibility for...Donna Witek
Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
Presentacion de webinar: Metaliteracy: Engaging Students Through Assessment a...copdiupr
Webinar: Metaliteracy: Engaging Students Through Assessment as Learning, primera actividad de la Segunda Jornada 4o Encuentro Nacional de Competencias de Información, actividad organizada por la Comunidad de Práctica de Competencias de Información de la Universidad de Puerto Rico
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
Teaching Metaliteracy in the Post-Truth WorldTom Mackey
This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
This degree is designed to develop agile leaders in new cultures of digital formal and informal learning, with flexible program options in knowledge networking, global information flow, advanced search techniques, learning analytics, social media, game-based learning, digital literature, learning spaces design and more. Ideal for educators, school leaders, ICT integrators, teacher librarians, instructional designers, learning support specialists and teacher educators, who are seeking to develop expertise in global and community networked knowledge environments.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
New Visual Social Media for the Higher Education ClassroomRochell McWhorter
Authors: Julie A. Delello and Rochell R McWhorter
This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.
"If you love something, let it go": A Bold Case for Shared Responsibility for...Donna Witek
Update: VIDEO OF LIVE PRESENTATION ADDED AFTER LAST SLIDE.
Presenters: Donna Witek and Teresa Grettano
Connecticut Information Literacy Conference, June 13, 2014, Manchester, CT
Abstract: The greatest challenge for information literacy (IL) programs today is the question of how to teach and assess higher-level IL concepts, dispositions, and behaviors, within the wider context of disciplinary course content and the undergraduate educational experience. A bold solution to this problem takes the form of in-depth collaboration between IL librarians and teaching faculty, the former recognizing the latter as potential partners and co-teachers of IL. The draft Framework for Information Literacy for Higher Education emphasizes “the vital role of collaboration and its potential for increasing student understanding of the processes of knowledge creation and scholarship” (ACRL, 2014). The presenters—an IL librarian and a rhetoric & composition professor—offer as a collaborative model their own experience co-designing and co-teaching a course called Rhetoric & Social Media into which both IL and metaliteracy were explicitly integrated. Collaboration is no longer optional—it is essential to the #futureofIL.
Presentacion de webinar: Metaliteracy: Engaging Students Through Assessment a...copdiupr
Webinar: Metaliteracy: Engaging Students Through Assessment as Learning, primera actividad de la Segunda Jornada 4o Encuentro Nacional de Competencias de Información, actividad organizada por la Comunidad de Práctica de Competencias de Información de la Universidad de Puerto Rico
Challenges in Defining, Designing, and Measuring “Digital Literacy” Developm...Rebecca Reynolds
This presentation discusses scholarly definitions for the research construct “digital literacy,” identifies limitations in conceptualizations to-date, fand presents a proposed framework of Six Contemporary Learning Abilities (or 6-CLAs: Create, Manage, Publish, Socialize, Research, Surf). This explicated framework offers a more structured definition based on student-centered social constructivist learning theory. The article then presents an empirical investigation of digital literacy development, drawing on the framework, and its proposed approach for operationalizing technology activities (whether as research constructs or instructional activities). The empirical analysis is situated in the context of an innovative educational program implementation of game design based learning for middle and high school students offered in a U.S. state, in the 2011/2012 school year. The study explores how student engagement in activities representing the 6-CLA dimensions factor, inter-correlate, change from pre- to post-program, and bring about student transfer of that engagement, from school to home environments. Findings reveal that the dimensions proposed hang together well, students change in their engagement as a result of the intervention across multiple dimensions in both school and home contexts, and at-school engagement in the dimensions contributes to at-home engagement in them (in various ways as reported). The study offers support for the proposed framework, provides some evidence of digital divide effects for the intervention, presents questions for further inquiry, and offers a conceptual and research design stake in the ground for other researchers interested in the digital literacy construct.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
The Learning Management System: Adapt or DisappearIain Doherty
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Presentación elaborada y compartida por George Siemens en su conferencia en Buenos Aires, invitado por Fundación Telefónica de Argentina, el 12 de septiembre de 2012.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
This is presentation for a proposal of a new blended Learning Model, the Collaborative Blended Learning Model The Collaborative Blended Learning model (CBLM) refers to web2quest collaborative projects that take place less in class (F2F) but mostly online out of class, supported by (a)synchronous web 2.0 technologies combining at the same time collaborative learning with self paced learning.This learning model aims to be implemented in the context of HRM.
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Crossing the Threshold: Envisioning Information Literacy through the Lens of Metaliteracy
1. Crossing the Threshold: Envisioning Information
Literacy through the Lens of Metaliteracy
1
Trudi Jacobson & Tom Mackey
#metaliteracy
Our New Frontier: Metaliteracy, Threshold Concepts, New
Standards, and Other Wild Ideas
Friday, June 13, 2014 9:10am-10:40am
Manchester Community College Manchester, Connecticut
2. We’ll speak about…
• Metaliteracy (but of course!)
– Badging
• The IL Framework for Higher Education draft
• Local Implementation
2
5. 5
Figure developed by Mackey, Jacobson, & Roger Lipera
Mackey and Jacobson (2014)
Metaliteracy: Reinventing
Information Literacy to
Empower Learners
6. • “promotes critical thinking and collaboration in
a digital age” (p. 62).
• “comprehensive framework to effectively
participate in social media and online
communities” (p. 62).
• “unified construct that supports the acquisition,
production, and sharing of knowledge in
collaborative online communities” (p. 62).
6
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
7. Metaliteracy: Reinventing Information
Literacy to Empower Learners
(Mackey and Jacobson, 2014).
“Metaliteracy is not about
introducing yet another literacy
format, but rather reinventing an
existing one, information literacy,
the critical foundation literacy that
informs many others while being
flexible and adaptive enough to
evolve and change over time” (p.
1-2).
8. Metaliteracy: Reinventing Information
Literacy to Empower Learners
(Mackey and Jacobson, 2014).
“While literacy is focused on
reading and writing, and
information literacy has strongly
emphasized search and retrieval,
metaliteracy is about what
happens beyond these abilities to
promote the collaborative
production and sharing of
information” (p. 6).
9. Metaliteracy: Advancing Learning After Literacy
(Jacobson and Mackey, 2014):
http://www.okanagan.bc.ca/Assets/Departments+(Administration)/ILT/ILT+Newsletter+(5$!2c1).pdf
“Students rarely see themselves as producers of
information, only as consumers, even though they
may be very creative with emerging technologies
outside of school” (p. 3).
10. “In many cases, they have only produced papers
meant solely for the eyes of their instructors.
Writing for a broader audience, and working in
collaboration with others, requires a new set of
abilities” (p. 3).
Metaliteracy: Advancing Learning After Literacy
(Jacobson and Mackey, 2014):
http://www.okanagan.bc.ca/Assets/Departments+(Administration)/ILT/ILT+Newsletter+(5$!2c1).pdf
11. “Metaliteracy empowers
learners to participate in
interactive information
environments, equipped
with the ability to
continuously reflect,
change, and contribute
as critical thinkers”
(p. 86).
(Jacobson and Mackey, Proposing
a Metaliteracy Model to Redefine
Information Literacy, 2013)
12. 12
Figure developed by Mackey, Jacobson and Roger Lipera
Mackey and Jacobson (2014)
Metaliteracy: Reinventing
Information Literacy to
Empower Learners
13. Metaliteracy is Metacognitive
“This metacognitive approach
challenges a reliance on skills-
based information literacy
instruction only and shifts the
focus to knowledge acquisition in
collaboration with others” (p. 2).
Mackey and Jacobson (2014)
Metaliteracy: Reinventing Information Literacy to
Empower Learners
13
Judith Leyster
Self-portrait, 1630
14. MOOC Talk: Bryan Alexander and Nicola Allain
Metaliteracy MOOC
http://metaliteracy.cdlprojects.com
15. MOOC Talk: Sue Thomas and Michele Forte
Metaliteracy MOOC
http://metaliteracy.cdlprojects.com
16. MOOC Talk: Paul Prinsloo, UNISA, South Africa
Metaliteracy MOOC
http://metaliteracy.cdlprojects.com
17. • 554 registered participants
• 454 received newsletters
• 118 registered blogs
• 72 blog posts
• Students from 3 Information Literacy Courses at
the University at Albany
• 1 Graduate Student at Empire State College
MOOC
18. Massive Open Online Courses
cMOOC:
“cMOOCs are discursive
communities creating knowledge
together.”
• “Connectivism and
Connectivist Knowledge
(George Siemens and Stephen
Downes)
• Creativity & Multicultural
Communication
• Metaliteracy MOOC
xMOOC
“Whilst they include discussion
forums…the centre of the course
is the instructor-guided lesson.
Each student’s
journey/trajectory through the
course is linear and based on the
absorption and understanding of
fixed competencies.”
• EdX
• Coursera
• Canvas Network
18
http://reflectionsandcontemplations.wordpress.com/2012/08/23/
what-is-a-mooc-what-are-the-different-types-of-mooc-xmoocs-and-cmoocs/
20. Intent
Reality
20
Designed for student
engagement and connectivity,
the thoughts of others serve as
critical mechanism for learning
Unfamiliar model,
emphasizes self-directed
choices, no set path;
students severely flounder
24. Badging
• Same idea as Scout badges
• Competency-based learning
• Elements of gaming (quests,
challenges)
• Designated badges are
shareable (LinkedIn, online
portfolios or resumes)
• Associated metadata
indicates issuing
organization, describes
knowledge or skills gained
24
http://commons.wikimedia.org/wiki/File:Scout_Badge_Poncho.jpg
25. Metaliteracy Learning Objectives
Goal 1:
Evaluate content critically,
including dynamic, online
content that changes and
evolves, such as article
preprints, blogs, and wikis.
25
http://metaliteracy.org/learning-objectives/
26. Goal 2:
Understand personal
privacy, information
ethics, and intellectual
property issues in
changing technology
environments
26
http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
27. Goal 3:
Share information and
collaborate in a variety of
participatory environments
27
http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
28. Goal 4:
Demonstrate ability to
connect learning and
research strategies with
lifelong learning processes
and personal, academic,
and professional goals
28
http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
31. Preliminary Observations
Students
• Student engagement
• Quality of submitted work
• Interest in earning badge
– “something unusual to discuss with interviewers”
Faculty
• Evident interest
• Willingness to take the time to review
31
34. Major Elements of the Framework
• New brief Introduction
• How to Use the Framework
• 6 Frames (Threshold Concept Units)
• Further Readings & Glossary
• Setting the Context
• Introduction for Faculty and Administrators
• Online Space (Sandbox) for Continuing
Discussion and Ideas
35. Major Elements of the Framework
• New definition of information literacy,
informed by metaliteracy
• Six Frames, each containing:
• Threshold Concept with descriptions
• Knowledge Practices/Abilities
• Dispositions
• Assignments (to be placed in online space or
sandbox once the Framework is approved)
36. Threshold Concepts
Hofer, Townsend, and Brunetti describe threshold
concepts and their criteria, as based on the work of Jan
Meyer and Ray Land:
…Threshold concepts are the core ideas and processes in any
discipline that define the discipline, but that are so
ingrained that they often go unspoken or unrecognized by
practitioner. They are the central concepts that we want
our students to understand and put into practice, that
encourage them to think and act like practitioners
themselves. (Hofer, Townsend, and Brunetti, 2012, 387-
88)
36
37. 37
Why Threshold Concepts?
“The Task Force chose to use threshold
concepts as an approach to frame deeper
thinking about the role of information
literacy in the curriculum, and to move the
focus of practice from skills to
development of knowledge about the role
of information in students’ fields of study
and in society.“
38. 38
“Threshold concepts reflect the
perspective of experts in our profession
on the most important concepts in our
field, and also provide a developmental
trajectory for assisting our students in
moving from novice to experts in using
and understanding information in a wide
variety of contexts.”
Why Threshold Concepts?
40. IL Threshold Concepts (Six Frames)
40
Scholarship is
a Conversation
Research is
Inquiry
Authority is
Constructed
and Contextual
Format as a
Process
Searching as
Exploration
Information
has Value
The concepts were identified through an ongoing Delphi study being conducted
by L. Townsend, A. R. Hofer, S. Lu, and K. Brunetti
42. First Framework Draft
• Metaliteracy section in the introduction
was too brief
• Metaliteracy learning objectives included
with each threshold concept: caused
confusion
43. Upcoming Draft
• Elements of metaliteracy learning objectives
integrated into knowledge practices/abilities
and dispositions (in 2nd release for those 2
threshold concepts)
• Draft new definition of IL incorporating
elements from metaliteracy
• Metaliteracy is referenced in the new
introduction, as well as in Setting the Context
44. New Definition (draft)
• Information literacy is a repertoire of
understandings, practices, and dispositions focused
on flexible engagement with the information
ecosystem, underpinned by critical self-reflection.
The repertoire involves finding, evaluating,
interpreting, managing, and using information to
answer questions and develop new ones; and
creating new knowledge through ethical
participation in communities of learning, scholarship,
and practice.
46. Upper level IL requirement in the major
Department responsibility
New learning objectives
New conversations
46
General Education Competency Requirements
47. New Metaliteracy inspired learning
objectives at UAlbany
2. “Demonstrate the ability to evaluate content,
including dynamic, online content if
appropriate”
4. “Produce, share, and evaluate information in a
variety of participatory environments”
5. “Integrate learning and research strategies with
lifelong learning processes and personal,
academic, and professional goals”
47
48. Upper level IL
requirement in the major
Threshold concept
badging within
disciplines?
48
System-wide implementation?
49. 49
Innovative Instruction
Technology Grant (IITG)
+
“Designing Innovative Online Learning: Integrating
a Coursera MOOC with Open SUNY Badging”
http://commons.suny.edu/iitg/designing-innovative-online-learning-
integrating-a-coursera-mooc-with-open-suny-badging/
Our next project…
52. ALA Editions Workshop
• Metaliteracy:
Reinventing
Information Literacy to
Empower Learners
• A 90-minute workshop,
Wednesday, June 25, 2014,
2:30pm Eastern
52
53. 53
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
Editor's Notes
Trudi
Thrilled to be doing a collaborative keynote, embodies our work, thank you for inviting us
Hope you will be as excited
Remind you about Twitter
.Tom Key elements
Tom
Tom
This 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, participate, 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… mention the original article from 2011…
Tom
Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).
Tom: Pedagogical Consideration: “Metaliteracy promotes a very different teaching and learning dynamic that needs to be present in the teaching of both groups” (p. 3).
Tom
Tom
Tom: behavioral (what students should be able to do upon successful completion of learning activities—skills, competencies), cognitive (what students should know upon successful completion of learning activities—comprehension, organization, application, evaluation), affective (changes in learners’ emotions or attitudes through engagement with learning activities), and metacognitive (what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn).
Understands the process of creating and sharing information
Recognizes gaps in knowledge
Seeks new knowledge to adjust to challenging situations
Adapts to changing technologies
Continuously self-reflects
Demonstrates empowerment through interaction, communication, and presentation
Reflects on production and participation
Tom: Need to be on this slide by 9:40 or 9:45 (maybe?) presentation from 9:10-10:40, need to leave time for questions
Stephen Downes and gRSShopper aggretator
Trudi
Came from a grant, ML Learning Collaborative, one of several projects: developing badges for ML
Similarly to developing a course, want to start with learning objectives, and this was no different
Used the ML learning objectives, which have 4 goals, each of which has 5-11 learning objectives
Evaluation is a critical component of being IL, but ML extends this to info environments that are in flux. It requires a more nuanced ability set to be adept at assessing content that changes and accumulates additional layers through participation
A ML goal that overlaps with IL at this level, but looking at the objectives within the goal, there are decided differences from traditional understandings of this area.. Two examples:
Differentiate between the production of original information and remixing or re-purposing open resources (C)
Distinguish the kinds of information appropriate to reproduce and share publicly, and private information disseminated in more restricted/discreet environments (C)
Some divergence from IL, this supposes a more communal or social aspect to metaliteracy
Much overlap with IL at the goal level, but objectives themselves go beyond those found in traditional definitions of IL, for example
Demonstrate self-empowerment through interaction and the presentation of ideas; gain the ability to see what is transferable, translatable, and teachable (learners are both students and teachers)
The faculty and administrator introductions are written by our TF members from CNI and Middle States.
The designation “Frame” is new.
Newest (potential) development—the assignments won’t appear in the document at all, but in another location until the sandbox Is ready
Long have heard that we don’t need to turn students into novice librarians, but actually, the key concepts we understand will only help them
Transformative—cause the learner to experience a shift in perspective;
Integrative—bring together separate concepts (often identified as learning objectives) into a unified whole;
Irreversible—once grasped, cannot be un-grasped;
Bounded—may help define the boundaries of a particular discipline, are perhaps unique to the discipline;
Troublesome—usually difficult or counterintuitive ideas that can cause students to hit a roadblock in their learning.
Really struggled with Searching as Exploration. It started out as the only one describing a behavior, rather than a key concept. There has been a great deal of discussion within the TF as to whether it truly is a TC. And yet there are important elements involved with it that we were loathe to ignore in this document. Information has Value, the TC that has not yet appeared in the draft (new draft coming imminently) proved troublesome because of the commodity aspect. We wanted to include it, but not to overemphasize it.
Want to talk about ML because it has also had a strong impact on our work, but it will be a bit more behind the scenes
Brief because we were originally trying to keep the introduction to 3-4 pages. It was written by 3 different people, and I was the one who took the call for brevity seriously. But that left this section somewhat unbalanced, with inadequate information and insufficient linkages to other text.
Would like to thank Donna Witek, who is here at the conference, for her influential thinking on this topic.