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: 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.
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.
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.
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?
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.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
This document summarizes a presentation on metaliteracy and the participatory role of learners in today's social information environment. The presentation covered key concepts of metaliteracy including its focus on learner empowerment and participation beyond just searching and retrieving information. It also discussed how metaliteracy aligns with the ACRL Framework and provided examples of metaliteracy learning projects including a digital badging system and MOOCs. The presentation concluded with a discussion of integrating metaliteracy into general education information literacy courses through curriculum design considerations and assessment approaches.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
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.
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: 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.
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.
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.
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?
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.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
This document summarizes a presentation on metaliteracy and the participatory role of learners in today's social information environment. The presentation covered key concepts of metaliteracy including its focus on learner empowerment and participation beyond just searching and retrieving information. It also discussed how metaliteracy aligns with the ACRL Framework and provided examples of metaliteracy learning projects including a digital badging system and MOOCs. The presentation concluded with a discussion of integrating metaliteracy into general education information literacy courses through curriculum design considerations and assessment approaches.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
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.
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 provides a framework for teaching information literacy that emphasizes collaboration, participation, and critical thinking in digital environments. It can be taught by having students evaluate user-generated content, understand privacy and ethics, and create original work in multiple formats. Assignments like blogs, digital stories, and online projects help develop metaliteracy skills. A future MOOC called #L4LLL will teach metaliteracies for lifelong learning.
This document provides an overview of a presentation on reframing information literacy as metaliteracy. It discusses the changing information environment and rise of online learning. Metaliteracy is presented as a framework that promotes critical thinking and collaboration in digital spaces. It emphasizes metacognition and the ability to critically evaluate one's own skills. The document outlines several metaliteracy objectives like understanding different content formats and privacy issues. Examples are given of how metaliteracy can be practiced, including a student project and potential badging system. Overall, the presentation argues that metaliteracy provides a more comprehensive approach for engaging with information in today's online 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.
Changing Models, Changing Emphases: The Evolution of Information LiteracyTom Mackey
The document discusses the evolution of information literacy to metaliteracy. Metaliteracy promotes critical thinking, collaboration, and knowledge production in online environments. It empowers learners to continuously reflect and contribute as critical thinkers. Metaliteracy can be taught through frameworks like threshold concepts and badging systems that recognize competencies. Implementing metaliteracy may involve revising learning objectives, using threshold concepts in discipline-specific instruction, and encouraging faculty partnerships.
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.
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.
Promoting Access for All with Open and Online LearningTom Mackey
This document summarizes the WLA 2014 Mid-Winter Conference which focused on promoting access to open and online learning through metaliteracy. It provides details on keynote speaker Tom Mackey who discussed metaliteracy and how it empowers learners to participate in interactive online environments. The document also summarizes various MOOCs on metaliteracy offered through SUNY Empire State College that saw hundreds of registrants and engagement in online discussions and blogs.
This document discusses the concepts of metaliteracy and transliteracy as frameworks for understanding information literacy. It defines metaliteracy as the ability to critically evaluate one's own knowledge and skills and recognize the need for new literacies in today's digital environment. Metaliteracy emphasizes collaboration, communities, and social aspects of information. The document provides examples of metaliteracy competencies and learning objectives that focus on creation and evaluation of user-generated content across multiple formats. It also describes efforts to develop a MOOC on lifelong learning literacies based on the metaliteracy framework.
CSILE was a computer program developed in the 1980s to facilitate knowledge building within learning communities. It allowed students to build a collective knowledge base by sharing thoughts, pictures, and notes. The goals of CSILE were to promote active learning, cooperation, and reflection. It evolved into Knowledge Forum, which focuses on intentional learning through collaborative problem solving and knowledge improvement. Studies have found that Knowledge Forum helps students engage in meaningful discourse and construct their own understanding when used for project-based and collaborative learning activities.
The development of digital literacy in adapting to the UK learning environment Mengjie Jiang
This document summarizes a study on the development of digital literacy among Chinese international postgraduate students adapting to the UK learning environment. It outlines the research background, methodology, and conceptual framework. Key findings from interviews suggest students' digital literacy practices transitioned as they relied more on institutional resources like Blackboard and email for communication. Practices were shaped by individual and contextual factors like discipline, technology access, and expectations of study.
This document discusses three generations of technology-enhanced pedagogy in Edmonton schools: (1) behaviourist/cognitive models focusing on individual learning of content, (2) constructivist models emphasizing group learning and social construction of knowledge, and (3) connectivist models centered around networked learning and lifelong learning in complex contexts. It argues that effective 21st century education requires elements of all three pedagogical approaches and discusses barriers to technological adoption as well as recommendations for overcoming those barriers.
This document discusses how information literacy skills are important for students in the 21st century. It argues that students need to be able to effectively access and evaluate both traditional information sources as well as emerging online tools and formats. The document provides guidance on how to teach students skills for searching, evaluating, and creating information across different tools and platforms. It emphasizes that both traditional information literacy skills and an understanding of new online tools are important for students to develop.
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 document provides an overview of a professional learning program called Powerful Learning Practice (PLP). PLP aims to help educators understand 21st century teaching and learning by forming teams to explore these ideas through workshops, online meetings, and collaborative tools. The program supports teams as they work to scale 21st century skills in their schools and conduct action research projects. PLP experiences include networking globally, developing technology-enhanced curriculum, and organic collaboration within and across participant cohorts.
Information literacy refers to the skills needed to find, evaluate, and use information effectively. These skills are important for students to develop in order to thrive in today's information environment. Research shows that school libraries play an important role in developing students' information literacy skills and that students who use school library resources show better academic performance. Information literacy involves lifelong learning and the ability to navigate various information sources and formats.
This document discusses crossing boundaries in digital learning and libraries. It proposes applying the distributed cognition framework to classrooms, viewing digital resources as artifacts, learners and teachers as agents, and digital libraries as the environment. Learning would become a navigated journey guided by teachers and librarians as pilots and co-pilots. However, major issues in transforming learning this way include changing mindsets, creating collaborative learning spaces and processes, developing new assessment methods, and defining the roles of teachers and librarians as co-pilots in measuring learning outcomes.
This document discusses the roles and responsibilities of librarians as datamediaries. It defines data literacy as the ability to understand, work with, and interpret data in context. Key stakeholders for data literacy include learners, educators, researchers, policymakers, and information institutions like libraries. Libraries are well-positioned to respond to the data literacy challenge through community partnerships and building on existing information literacy practices. As datamediaries, libraries can help engage communities and promote social justice through collaborative data literacy education.
Information is Social: Information Literacy in Contextjhoyer
The document discusses how traditional concepts of information literacy focus on academic environments and fail to address information practices in other contexts like non-profits. It describes a youth internship program run by the Edmonton Social Planning Council that teaches information literacy skills applicable to community and social justice work. Through projects on topics like community gardens and at-risk youth, interns learn about evaluating grey literature, networking, nonprofit writing and communication skills. The program provides an alternative model of teaching information literacy through real-world experience and understanding how social context shapes information use.
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 provides a framework for teaching information literacy that emphasizes collaboration, participation, and critical thinking in digital environments. It can be taught by having students evaluate user-generated content, understand privacy and ethics, and create original work in multiple formats. Assignments like blogs, digital stories, and online projects help develop metaliteracy skills. A future MOOC called #L4LLL will teach metaliteracies for lifelong learning.
This document provides an overview of a presentation on reframing information literacy as metaliteracy. It discusses the changing information environment and rise of online learning. Metaliteracy is presented as a framework that promotes critical thinking and collaboration in digital spaces. It emphasizes metacognition and the ability to critically evaluate one's own skills. The document outlines several metaliteracy objectives like understanding different content formats and privacy issues. Examples are given of how metaliteracy can be practiced, including a student project and potential badging system. Overall, the presentation argues that metaliteracy provides a more comprehensive approach for engaging with information in today's online 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.
Changing Models, Changing Emphases: The Evolution of Information LiteracyTom Mackey
The document discusses the evolution of information literacy to metaliteracy. Metaliteracy promotes critical thinking, collaboration, and knowledge production in online environments. It empowers learners to continuously reflect and contribute as critical thinkers. Metaliteracy can be taught through frameworks like threshold concepts and badging systems that recognize competencies. Implementing metaliteracy may involve revising learning objectives, using threshold concepts in discipline-specific instruction, and encouraging faculty partnerships.
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.
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.
Promoting Access for All with Open and Online LearningTom Mackey
This document summarizes the WLA 2014 Mid-Winter Conference which focused on promoting access to open and online learning through metaliteracy. It provides details on keynote speaker Tom Mackey who discussed metaliteracy and how it empowers learners to participate in interactive online environments. The document also summarizes various MOOCs on metaliteracy offered through SUNY Empire State College that saw hundreds of registrants and engagement in online discussions and blogs.
This document discusses the concepts of metaliteracy and transliteracy as frameworks for understanding information literacy. It defines metaliteracy as the ability to critically evaluate one's own knowledge and skills and recognize the need for new literacies in today's digital environment. Metaliteracy emphasizes collaboration, communities, and social aspects of information. The document provides examples of metaliteracy competencies and learning objectives that focus on creation and evaluation of user-generated content across multiple formats. It also describes efforts to develop a MOOC on lifelong learning literacies based on the metaliteracy framework.
CSILE was a computer program developed in the 1980s to facilitate knowledge building within learning communities. It allowed students to build a collective knowledge base by sharing thoughts, pictures, and notes. The goals of CSILE were to promote active learning, cooperation, and reflection. It evolved into Knowledge Forum, which focuses on intentional learning through collaborative problem solving and knowledge improvement. Studies have found that Knowledge Forum helps students engage in meaningful discourse and construct their own understanding when used for project-based and collaborative learning activities.
The development of digital literacy in adapting to the UK learning environment Mengjie Jiang
This document summarizes a study on the development of digital literacy among Chinese international postgraduate students adapting to the UK learning environment. It outlines the research background, methodology, and conceptual framework. Key findings from interviews suggest students' digital literacy practices transitioned as they relied more on institutional resources like Blackboard and email for communication. Practices were shaped by individual and contextual factors like discipline, technology access, and expectations of study.
This document discusses three generations of technology-enhanced pedagogy in Edmonton schools: (1) behaviourist/cognitive models focusing on individual learning of content, (2) constructivist models emphasizing group learning and social construction of knowledge, and (3) connectivist models centered around networked learning and lifelong learning in complex contexts. It argues that effective 21st century education requires elements of all three pedagogical approaches and discusses barriers to technological adoption as well as recommendations for overcoming those barriers.
This document discusses how information literacy skills are important for students in the 21st century. It argues that students need to be able to effectively access and evaluate both traditional information sources as well as emerging online tools and formats. The document provides guidance on how to teach students skills for searching, evaluating, and creating information across different tools and platforms. It emphasizes that both traditional information literacy skills and an understanding of new online tools are important for students to develop.
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 document provides an overview of a professional learning program called Powerful Learning Practice (PLP). PLP aims to help educators understand 21st century teaching and learning by forming teams to explore these ideas through workshops, online meetings, and collaborative tools. The program supports teams as they work to scale 21st century skills in their schools and conduct action research projects. PLP experiences include networking globally, developing technology-enhanced curriculum, and organic collaboration within and across participant cohorts.
Information literacy refers to the skills needed to find, evaluate, and use information effectively. These skills are important for students to develop in order to thrive in today's information environment. Research shows that school libraries play an important role in developing students' information literacy skills and that students who use school library resources show better academic performance. Information literacy involves lifelong learning and the ability to navigate various information sources and formats.
This document discusses crossing boundaries in digital learning and libraries. It proposes applying the distributed cognition framework to classrooms, viewing digital resources as artifacts, learners and teachers as agents, and digital libraries as the environment. Learning would become a navigated journey guided by teachers and librarians as pilots and co-pilots. However, major issues in transforming learning this way include changing mindsets, creating collaborative learning spaces and processes, developing new assessment methods, and defining the roles of teachers and librarians as co-pilots in measuring learning outcomes.
This document discusses the roles and responsibilities of librarians as datamediaries. It defines data literacy as the ability to understand, work with, and interpret data in context. Key stakeholders for data literacy include learners, educators, researchers, policymakers, and information institutions like libraries. Libraries are well-positioned to respond to the data literacy challenge through community partnerships and building on existing information literacy practices. As datamediaries, libraries can help engage communities and promote social justice through collaborative data literacy education.
Information is Social: Information Literacy in Contextjhoyer
The document discusses how traditional concepts of information literacy focus on academic environments and fail to address information practices in other contexts like non-profits. It describes a youth internship program run by the Edmonton Social Planning Council that teaches information literacy skills applicable to community and social justice work. Through projects on topics like community gardens and at-risk youth, interns learn about evaluating grey literature, networking, nonprofit writing and communication skills. The program provides an alternative model of teaching information literacy through real-world experience and understanding how social context shapes information use.
This document discusses the origins and evolution of information literacy from the 1980s to present day. It covers the development of information literacy models and standards, including the influence of Patricia Breivik's comprehensive model. The document also examines how information literacy shifted from an emphasis on bibliographic instruction to a focus on learning, context, and sociotechnical fluency. Finally, it introduces the concept of metaliteracy as an integrated approach for engaging with digital information and discusses its theoretical framework and practical applications.
This document discusses developing students' critical thinking skills through peer assessment and information literacy. It defines information literacy as the ability to identify, locate, evaluate, organize and effectively use information. The document discusses how an embedded librarian model can help foster information literacy and critical thinking skills through collaboration between discipline experts and information specialists. It also examines assessing students' information literacy and critical thinking skills through coursework assignments involving essay writing, source evaluation, and peer review.
This document discusses a research project exploring communities of practice around information literacy among faculty at York St. John University. The research aims to understand differing conceptions of information literacy, establish if critical approaches are already part of teaching practices, examine how faculty experience and evaluate information literacy, and create a platform for information literacy dialogue. It reviews relevant literature on communities of practice and social learning approaches. Initial pilot interviews provided evidence that faculty have information literacy concerns and values embedded in their teaching, with one faculty more aligned with emerging critical approaches and one with traditional skills models.
This document outlines how library information literacy instruction can help students become active participants in research. It discusses the ACRL information literacy competency standards and how teaching those standards through techniques like modeling skills, student-centered learning, and reflective exercises can equip students to form their own research questions, evaluate and ethically use information, and enter academic conversations. The document also proposes opportunities for libraries to partner with writing and student support centers to collaboratively teach these skills across campus.
Digital Humanities at Small Liberal Arts Colleges
Digital methodologies and new media are changing the landscape of research and teaching in the humanities. Scholars can now computationally analyze entire corpora of texts or preserve and share materials through digital archives. Students can engage in authentic applied research linking literary texts to place or study Shakespeare in a virtual Globe Theater. Such developments collectively fall under the name “digital humanities,” which includes the humanities and humanistic social sciences and has largely been characterized by computing-intensive, collaborative, interdisciplinary projects at research institutions. Faculty, staff and students at small liberal arts colleges, however, are making significant contributions to the digital humanities, especially by engaging undergraduates both in and out of the classroom. Rebecca Frost Davis, Program Officer for the Humanities at the National Institute for Technology in Liberal Education (NITLE), will introduce the digital humanities landscape and share examples from small liberal arts colleges.
Digital Literacy: It's about more than accessBobbi Newman
Digital literacy is about more than just access to technology. It involves using technology well and the ability to learn, unlearn, and relearn skills. While many have access to technology, 66 million Americans still lack basic digital literacy skills. Digital literacy encompasses skills like attention, participation, collaboration, and network smarts. It also involves the ability to read, write, and interact across different platforms and media. Questions about digital literacy include its relationship to concepts like media literacy, visual literacy, and information literacy.
Information Seeking: Information Literacy: What is all this?Johan Koren
This document discusses various theories and concepts related to information seeking and information literacy. It begins by defining information seeking as involving searching for, retrieving, recognizing, and applying meaningful content. It then covers several theories that seek to explain why people seek information, including Belkin's Anomalous State of Knowledge theory, Kuhlthau's Uncertainty Principle, and Dervin's Sense-Making hypothesis. The document also discusses theories about who seeks information and how they seek it. Additional concepts covered include information competence, literacy, inquiry-based learning, lifelong learning, and 21st century skills. The importance of school libraries in developing information literacy and empowering student learning is emphasized.
Information Seeking: Information LiteractJohan Koren
This document discusses various theories and concepts related to information seeking and information literacy. It begins by defining information seeking as involving searching for, retrieving, recognizing, and applying meaningful content. It then covers several theories that seek to explain why people seek information, including Belkin's Anomalous State of Knowledge theory, Kuhlthau's Uncertainty Principle, and Dervin's Sense-Making hypothesis. The document also discusses theories about who seeks information and how they seek it. Additional concepts covered include information competence, literacy, inquiry-based learning, lifelong learning, and 21st century skills. The document emphasizes that the goal is to develop knowledgeable, critical thinkers who can effectively engage with information.
The document discusses information literacy models and their role in teaching and learning. It provides an overview of different definitions of information literacy and theories that have informed the development of information literacy models. While models can provide a framework, they need to be flexible and adaptable. The future may see information literacy more embedded in the curriculum across different disciplines, taught both implicitly and explicitly, requiring advocacy and collaboration with academic staff. A new model is being developed to address these issues.
From Information Literacy to Transliteracy: Preparing our Students for Open L...Dana Longley
The document discusses the need for students to develop transliteracy skills to effectively evaluate and interact with information across different media and platforms, and proposes metaliteracy as a framework to promote critical thinking and collaboration in a digital age through understanding various information formats and producing original content in multiple media. It also provides examples of how social bookmarking tools and online workshops can help develop these skills.
This document discusses three main trends affecting academic libraries and research/instructional librarians: 1) increasing use of technology and digital resources, 2) need for localized, user-oriented services, and 3) tightening budgets. These trends will require librarians to engage in planning, needs assessment, collaboration, and quantitative assessment to adapt services and resources for users in a digital environment with constrained finances.
Using info diaries to synthesize information literacy competencies chapman ulterrones
This document discusses using info diaries to teach information literacy competencies to students. It outlines the ACRL information literacy standards of determining information needs, accessing information effectively, evaluating sources critically, using information purposefully, and understanding ethical issues. The document advocates for a learner-centered approach where students actively engage in the research process by developing their own research questions, searching with keywords, finding and assessing sources, and understanding how to participate in scholarly conversations. Critical thinking is also emphasized as being important throughout the entire research process.
Using info diaries to synthesize information literacy competencies chapman ulterrones
This document discusses using info diaries to teach information literacy competencies to students. It outlines the ACRL information literacy standards of access, evaluation, and use of information. The document advocates for learner-centered teaching that actively involves students in the learning process. Students are equipped to enter academic conversations by developing research questions, searching for keywords and subjects, accessing and evaluating sources, understanding ethics of information use, and creating their own understanding through participation. Critical thinking is emphasized as being present throughout the entire research process.
The document discusses strategic responses for academic librarians facing disruptive changes in technology and user needs. It suggests five strategic responses: 1) creating digital libraries of rare holdings, 2) establishing institutional repositories, 3) providing infrastructure for open access journals, 4) increasing partnerships with faculty, and 5) transforming service models like reference desks. The discussion addresses how these may differ from traditional library functions and implications for LIS education.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Envisioning the Possibilities: Educational Trends and Information Literacy in Academic Libraries
1. Envisioning the Possibilities:
Educational Trends and
Information Literacy in
Academic Libraries
Trudi Jacobson
Head, Information Literacy Department
University at Albany
Albany NY, USA
2. Let’s Explore
• Metaliteracy
• MOOCs
• Digital badging/micro-credentialing
• ACRL Framework for Information Literacy for
Higher Education
4. Horizon Report
Selected Trends
• A culture of innovation
• A shift to deeper learning approaches
Selected Challenges
• Blending formal and informal learning
• Improving digital literacy
• Competing models of education
7. “Metaliteracy empowers
learners to participate in
interactive information
environments, equipped
with the ability to
continuously reflect,
change, and contribute as
critical thinkers.”
(Jacobson and Mackey, 2013, p. 86)
9. Horizon Report
Selected Challenges
• Informal learning
o Self-directed
o Curiosity based
o Life experiences
• Competing models of education
o Alternative delivery models
o Assign value to wider range of learning activities
10. 10
“What, if anything,
can stop the
MOOC?”
Creative Commons
licensed picture at
Giulia Forsythe on
Flickr.
19. Badges in Games and
Apps
• FourSquare
• UnTappd
• Call of Duty
• GemCraft
• Audible
• Fitness apps (Preva,
Fitocracy)
Image Source: Ben Risinger, CC BY 2.0
27. IL Threshold Concepts
• Authority is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration
31. Bibliography
American Library Association. (1989). Presidential Committee on
Information Literacy. Final Report. Chicago: American Library
Association.
Hartman, Hope J. (2002). Metacognition in Learning and
Instruction: Theory, Research and Practice. London: Springer.
Head, Alison. (2013). “Project Information Literacy: What Can Be
Learned about the Information-Seeking Behavior of Today’s
College Students?” Proceedings of the ACRL National
Conference, Indianapolis, IN, pp. 472-482.
32. Bibliography
Hofer, Amy, Lori Townsend, and Korey Brunetti. (2012).
“Troublesome Concepts and Information Literacy: Investigating
Threshold Concepts for IL,” portal, 12 (4), pp. 387-405.
Jacobson, Trudi E. and Craig Gibson. (2015). “First Thoughts on
Implementing the Framework for IL,” Communications in
Information Literacy, 9 (2), pp. 102-110.
33. Bibliography
Jacobson, Trudi E. and Thomas P. Mackey, “Proposing a
Metaliteracy Model to Redefine Information Literacy,”
Communications in Information Literacy, 7 (2) 2013, pp. 84-91.
Mackey, Thomas P. and Trudi E. Jacobson. (2011). “Reframing
Information Literacy as a Metaliteracy,” C & RL, 72 (1), pp. 62-
78.
Mackey, Thomas P. and Trudi E. Jacobson (2014). Metaliteracy:
Reinventing Information Literacy to Empower Learners. Chicago:
Neal-Schuman.
34. Bibliography
Marzal, Miguel Angel and Elvira Saurina. (2015).
“Diagnóstico del Estado de la Alfabetización en Información
(ALFIN) en las Universidades Chilenas,” Perspectivas em
Ciência da Informação, 20 (2), pp.58-78.
Meyer, Jan H. F., Ray Land, and Caroline Baillie, eds. (2010).
Threshold Concepts and Transformational Learning. Rotterdam:
Sense.
New Media Consortium. (2016). NMC Horizon Report. 2016
Higher Education Edition. http://www.nmc.org/publication/nmc-
horizon-report-2016-higher-education-edition/
35. Bibliography
Sims, Zach. (2015). "Learning Real Life Skills That Matter"
(email interview), by Sarah Evans, Kristine Lu and Alison Head,
Project Information Literacy, Smart Talk Interview, no. 22.
http://projectinfolit.org/smart-talks/item/142-zach-sims-smart-talk
Singly, Emily. (2014).“How College Students Really Do
Research: Findings from Recent Studies,” American Libraries.
Available: http://emilysingley.net/how-college-students-really-do-
research-findings-from-recent-studies/
Editor's Notes
Whereas TCs are distinct within each frame, the influence of ML has been integrated
Tom
Tom
Digital badges are becoming commonplace as a way to recognize achievements
Social aspect, connecting with friends, bragging rights, perks and rewards for loyal customers, way to show your expertise (e.g. "brew master," "historian" "far far away" world traveller,)
Gamification – adding gaming elements to common activities
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.