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 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 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.
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 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: 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.
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?
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.
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 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.
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 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: 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.
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?
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.
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.
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.
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.
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.
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.
Microblogging in higher education: Digital Natives, knowledge creation, socia...Maurice Dawson
With the rise of Web 2.0, microblogging has become a widely accepted phenomenon for sharing information. Moreover, the Twitter platform has become the tool of choice for universities looking to increase their digital footprint. However, scant research addresses the viability of microblogging as a tool to facilitate knowledge creation practices among higher education students. This paper proposes a model to explain how students, as digital natives, leverage the features of the Twitter microblogging for the transfer of knowledge. Finally, the paper examines the dark side of Twitter as a privacy-leaking platform and issues a call to higher institutions for specific security policies to prevent nefarious use.
Introduction to digital scholarship and digital humanities in the liberal art...kgerber
Introduces the scholarly conversation around the emerging topic of Digital Humanities and how it relates to smaller, liberal arts institutions. The conclusion of the presentation provides examples of ways you can learn more and get involved in the discussion and practice of Digital Humanities and Digital Liberal Arts.
"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.
Advancing Metaliteracy in a Post-Truth World through the Design of a Global M...Tom Mackey
A team of educators from Empire State College and UAlbany present on an Open EdX MOOC, Empowering Yourself in a Post-Truth World. Based on lessons learned from prior metaliteracy MOOC implementations (connectivist, Canvas and Coursera), the MOOC prepares learners to be reflective, critical consumers and active, well-informed producers and participants in today’s connected yet divisive digital information environment.
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.
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.
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.
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.
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.
Microblogging in higher education: Digital Natives, knowledge creation, socia...Maurice Dawson
With the rise of Web 2.0, microblogging has become a widely accepted phenomenon for sharing information. Moreover, the Twitter platform has become the tool of choice for universities looking to increase their digital footprint. However, scant research addresses the viability of microblogging as a tool to facilitate knowledge creation practices among higher education students. This paper proposes a model to explain how students, as digital natives, leverage the features of the Twitter microblogging for the transfer of knowledge. Finally, the paper examines the dark side of Twitter as a privacy-leaking platform and issues a call to higher institutions for specific security policies to prevent nefarious use.
Introduction to digital scholarship and digital humanities in the liberal art...kgerber
Introduces the scholarly conversation around the emerging topic of Digital Humanities and how it relates to smaller, liberal arts institutions. The conclusion of the presentation provides examples of ways you can learn more and get involved in the discussion and practice of Digital Humanities and Digital Liberal Arts.
"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.
Advancing Metaliteracy in a Post-Truth World through the Design of a Global M...Tom Mackey
A team of educators from Empire State College and UAlbany present on an Open EdX MOOC, Empowering Yourself in a Post-Truth World. Based on lessons learned from prior metaliteracy MOOC implementations (connectivist, Canvas and Coursera), the MOOC prepares learners to be reflective, critical consumers and active, well-informed producers and participants in today’s connected yet divisive digital information environment.
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
NCompass Live - February 22, 2023
http://nlc.nebraska.gov/ncompasslive/
Special monthly episodes of NCompass Live! Join the NLC’s Technology Innovation Librarian, Amanda Sweet, as she guides us through the world of library-related 'Pretty Sweet Tech'.
Makerspaces and maker-centered instruction continue to grow in academic libraries. However, it may not always be clear how makerspaces support the missions of academic libraries, or how they further the goals of information literacy. Explore makerspaces as tools for helping students develop non-cognitive skills that are crucial to mastering the threshold concepts for information literacy. Using specific interdisciplinary classroom examples, Nagle explores how connecting maker-centered learning to the ACRL Framework centers makerspaces within the core missions of academic libraries, ensuring that makerspaces remain relevant and on the cutting edge of library trends. These learning outcomes expand partnership possibilities across campus by demonstrating the impact of maker-centered learning on student success in any discipline.
Guest Presenter: Sarah Nagle, Creation and Innovation Services Librarian, Miami University Libraries, Oxford, OH.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Leveraging Moodle for Engaging LearningIain Doherty
This is my keynote presentation for the inaugural Moodle Moot in Hong Kong. I argue that we need to re-think the role of the teacher and to put in place a teaching model that centres on the connect learning developing a personal network. I then argue that Moodle can support this approach to teaching.
Improving Instruction: Metaliteracy Through Crowdsourcing in the ClassroomIlana Stonebraker
Presentation at Indiana University Libraries Information Literacy Colloquium- August 1 2014
Presented research from Chris Gibson's summer undergraduate DURI project
This poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
Accelerating Metaliterate Learning with a Global MOOC and Digital Badging SystemTom Mackey
This interactive presentation invited attendees to provide feedback on a developing global MOOC entitled Metaliterate Learning in the Post-Truth World and metaliteracy digital badging system. Participants offered insights at a critical point in the development process, as we prepared the MOOC and digital badging content for spring 2019.
Fake News, Real Teens: Problems and PossibilitiesTom Mackey
This presentation is part of a panel held at the Albany Public Library in Albany, New York on Sunday November 4, 2018. It explore the emergence of false and misleading information in a post-truth world and how metaliteracy is a teaching and learning solution to empower individuals to be informed consumers and creative producers of information in a digital world.
Promoting Collaboration in Open Online ProgramsTom Mackey
As part of this year's Association for Continuing Higher Education (ACHE) Northeast Metropolitan Spring Conference, CDL Dean Tom Mackey presented, "Promoting Collaboration in Open Online Programs." This year's conference was sponsored by the Stony Brook School for Professional Development and took place on Friday, June 14, at Stony Brook University in Manhattan. The theme of this year's event was Distance Education: Access, Quality, Opportunities, and Cautions.
This presentation, "Transliteracy and Metaliteracy: Emerging Literacy Frameworks for Social Media" was part of the CMC11 MOOC offered by SUNY Empire State College, with Thomas P. Mackey, Interim Dean at CDL and Trudi E. Jacobson, Distinguished Librarian at The University at Albany.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engagement
1. Expanding Metaliteracy Across the Curriculum
to Advance Lifelong Civic Engagement
1
Tom Mackey and Trudi Jacobson
#metaliteracy
Summer Workshop
Wednesday, August 19, 2015
Cedar Crest College
Allentown, Pennsylvania
2. Today’s Workshop
10:00 Overview of Metaliteracy
10:45 Break!
10:55 Activity: ML Learning Objective
11:15 Metaliteracy Learning Collaborative Projects
11:35 The ACRL Framework and Metaliteracy
12:00 Activity: Putting It Together
12:15 Q & A
2
4. • “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).
4
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
5. 5
Understand Format Type and Delivery Mode
Evaluate User Feedback as Active Researcher
Create a Context for User-generated Information
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
Initial ML Learning Objectives
Evaluate Dynamic Content Critically
6. 6
Produce Original Content in Multiple Media
Formats
Understand Personal Privacy, Information Ethics
and Intellectual Property Issues
Share Information in Participatory Environments
Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a Metaliteracy”
College & Research Libraries. January 2011 72:62-78. http://crl.acrl.org/content/72/1/62.full.pdf
Initial ML Learning Objectives
7. 7
Mackey and Jacobson (2014)
Metaliteracy: Reinventing
Information Literacy to
Empower Learners
8. Metaliteracy: Reinventing Information
Literacy to Empower Learners
(Mackey and Jacobson, 2014).
“Metaliteracy expands the scope
of traditional information skills
(determine, access, locate,
understand, produce, and use
information) to include the
collaborative production and
sharing of information in
participatory digital environments
(collaborate, participate, produce,
and share)” (p. 1).
9. “Metaliteracy is envisioned
as a comprehensive model
for information literacy to
advance critical thinking
and reflection in social
media, open learning
settings, and online
communities.”
(Jacobson and Mackey, Proposing a
Metaliteracy Model to Redefine
Information Literacy, 2013)
10. “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)
11. 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).
12. 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).
13. Collaboratively Developed ML Goals
and Objectives
1. Evaluate content critically, including dynamic, online
content that changes and evolves, such as article
preprints, blogs, and wikis
2. Understand personal privacy, information ethics, and
intellectual property issues in changing technology
environments
3. Share information and collaborate in a variety of
participatory environments
4. Demonstrate ability to connect learning and research
strategies with lifelong learning processes and
personal, academic, and professional goals
13
http://metaliteracy.org/learning-objectives/
14. 14
Mackey and Jacobson (2014)
Metaliteracy: Reinventing
Information Literacy to
Empower Learners
16. Metaliteracy in Practice
(Jacobson and Mackey, Forthcoming).
“Metaliteracy applies to all stages
and facets of an individual’s life. It
is not limited to the academic
realm, nor is it something learned
once and for all. Indeed,
metaliteracy focuses on
adaptability as information
environments change, and the
critical reflection necessary to
recognize new and evolving needs
in order to remain adept.”
(Preface)
17. 17
Can’t seem to
stop those ads
following you
around? Why
not become
‘metaliterate’?
Jacobson and Mackey, August 7, 2015
18. 18
“Metaliteracy prepares us
to ask critical questions
about our searches and the
technologies we use to
seek answers and to
communicate with others.”
Jacobson and Mackey, August 7, 2015
19. 19
“We do not just accept the
authority of information
because it comes from an
established news
organization, a celebrity, a
friend, or a friend of a
friend. Metaliteracy
encourages reflection on
the circumstances of the
information produced.”
Jacobson and Mackey, August 7, 2015
20. 20
“The truth is that we can all
be metaliterate learners –
meditative and empowered,
asking perceptive
questions, thinking about
what and how we learn,
while sharing our content
and insights as we make
contributions to society.”
Jacobson and Mackey, August 7, 2015
23. Think / Pair / Share (later)
• What metaliteracy learning objectives are missing
in your courses or other teaching that you feel
would be beneficial to your students?
• Identify one learning objective that you’d
particularly like to tackle (maybe connected to
the role you chose). How might you start? Discuss
with someone near you. Share your ideas on
Padlet:
http://padlet.com/tjacobson/CCCWorkshop
23
26. Grant #1: Establish metaliteracy learning
collaborative and explore badging;
For Fun: Connectivist MOOC and badging
system
Grant #2: Integrate badging into Coursera
MOOC
Extra credit: Canvas MOOC
For Fun: Reach a wider audience
Projects
32. What is a digital badge?
o Record of an
accomplishment
o Corresponds to
knowledge shown or
abilities proven
o A component in the
competency-based
education movement
o Methods of gauging
accomplishment varies
o For metaliteracy
badges, reading by
humans important,
given nature of the
learning
Image Source: Girl Guides of Canada, CC-BY
36. Preliminary Observations
Students
• Student engagement
dependent upon faculty
buy-in
• Students put a great deal of
themselves into their work
• Interest in earning badge
– “something unusual to
discuss with interviewers”
• Potential to earn badge
appeared to increase
student motivation
Faculty
• Level of interest varied
dependent on context
• Willingness to take the time to
review
• Frequently select quests that
cover traditional content
• Willingness to embed open
content
• Sometimes led to additional
collaboration with librarians
36
46. Goals for the Framework
• A flexible system of learning information
literacy concepts that can be tailored to
individual settings
• Recognizes the participatory, collaborative
information environment: learners as
content/knowledge creators, not just
consumers
(Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL, 72 (1) 2011,
pp. 62-78)
47. Goals for the Framework
• Importance of metacognition (thinking
about one’s own thinking)
(Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,”
C & RL, 72 (1) 2011, pp. 62-78)
• Recognition of affective factors
(dispositions/habits of mind) (Carol Kuhlthau’s
work, amongst others)
48. From Standards to Framework
Determine extent of
information need
Access/Search
Evaluate
Use/apply
Consider
ethical/legal/social
issues
Scholarship
Authority
Information
Creation
Value
Searching
Inquiry
49. The Framework vs. The Standards
• 4 domains addressed:
cognitive, affective,
behavioral, metacognitive
• Learners as information
consumers and producers
• 6 Frames
• Learning outcomes and
assessment locally-based
• Faculty involvement critical
• Emphasis on behavioral
and cognitive domains
• Learners as information
consumers
• 5 Standards, 22
Performance Indicators
• Learning outcomes
specified
• Meshes with one-shots
Framework Standards
52. 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)
52
53. 53
“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?
54. Threshold Concepts
• A passage through a portal or gateway: gaining
a new view of a subject landscape
• Involve a “rite of passage” to a new level of
understanding: a crucial transition
• Require movement through a “liminal” space
which is challenging, unsettling, disturbing—
where the student may become “stuck”
56. Threshold Concepts in Disciplines
• Geology: the scale of geologic time
• Economics: opportunity cost
• Accounting: depreciation
• History: no unitary account of the past
• Writing/rhetoric studies: audience, purpose, situated
practice, genre
• Biology: photosynthesis
57. Threshold Concepts for IL
• Authority is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration
The concepts were identified through an ongoing Delphi study being conducted by L.
Townsend, A. R. Hofer, S. Lu, and K. Brunetti, though the Task Force took some of them
in new directions
58. Curriculum Design Considerations
• Want students to stay in liminal state long
enough to learn (B. Fister)
• Design with colleagues
• Faculty and librarians identify existing
connections
• Faculty and librarians co-develop assignments
• Position frames strategically across the
curriculum
• Align threshold concepts with learning outcomes
(or create new learning outcomes)
59. Curriculum Design Considerations
• Design learning activities or lessons
around threshold concepts
• Allow for confusion and uncertainty
• Revisit the concept more than once
• Revise learning outcomes if
necessary
Adapted from: “Threshold Concepts: Strategies and Approaches.”
Office of Learning and Teaching, Southern Cross University.
Available at: http://scu.edu.au/teachinglearning.index.php/92)
60. Initial Ideas About Assessment
Need to avoid assessments that allow mimicry
Rather, declarative approach
where students represent their
knowledge, such as concept
maps, portfolios, logs, blogs,
diaries
(Meyer and Land, 2010)
61. Metaliteracy in Practice
(Jacobson and Mackey, Forthcoming).
“The similarities to metaliteracy are
striking: metacognition, information
creation, and participation in learning
communities all reflect elements
espoused by metaliteracy when it was
originally developed to significantly
broaden the conception of
information literacy that was
commonly accepted, at least in the
United States, due to the definition in
the ACRL Information Literacy
Standards.” (Preface)
63. Pair work continued
• Review the ML learning objective you
identified earlier
• Is there a frame you would like to
connect it with? Any ideas on how?
• Add to your Padlet post
63
66. 66
Tom Mackey, Ph.D.
Vice Provost for Academic Programs
Office of Academic Affairs
SUNY Empire State College
Tom.Mackey@esc.edu
@TomMackey
Trudi Jacobson, M.L.S., M.A.
Distinguished Librarian
Head, Information Literacy Department
University Libraries
University at Albany, SUNY
Tjacobson@albany.edu
@PBKTrudi
Editor's Notes
Tom and 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
I played around with the timing a bit, to give a bit more time for the report on the projects
Tom
Tom… mention the original article from 2011…
FT: The value of information does not correspond to its packaging or “wrapper”: for example, some blogs may provide the highest quality information, while others do not
Also mixes signals students may be receiving
User Feedback:just as information production and publication has been democratized, so too has critiquing information. No longer does one have to be an expert to be able to share one’s opinion widely. Plus constantly changing
Context:information appears as discrete units, no longer tethered to once-recognizable cohesive entities, this issue has become increasingly obvious. Need to understand & contextualize the info,
Eval Dynamic: fluidity info environment requires critical assessment abilities on a variety of fronts, from recognizing the value of less formal methods of communication, to understanding how to synthesize and reconcile conflicting information or viewpoints that may shift before one’s eyes, to determining how to separate opinion from fact. Not new, but more nuanced. And new layer: now possible for individuals to actively engage in conversations
Original: can now create and share—important to be able to do so effectively, using appropriate venues and formats
Privacy, etc: importance has become magnified in today’s de-centered information environment. Thoughtful reflection is needed, but this only happens when people are aware of these issues and have gained the knowledge and critical thinking perspective to tackle such complex concerns
Share: abillity to reach global audience brings responsibility differs greatly from the traditional situation of producing information for small, very localized group of readers. must understand: most appropriate ways share content,particularized nature of various venues, the rights issues, and the continuing responsibilities authorship on this scale entails.
Tom
This was the original visual model to explain the development of 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– its all about the book!
Tom
Tom
Tom
Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).
Ask the audience to review handout with detailed goals and objectives
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
Quick quiet reflection on part of participants
Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).
Tom
Tom
Tom
Tom
Need to get to this point by 10:45
Trudi
Trudi
Tom
Tom: What we are going to talk about. Badges and connectivist MOOC developed simultaneously
Tom
Tom
Stephen Downes and gRSShopper aggretator
Tom
Tom
Trudi
Trudi: digital badging
Skepticism about badges
When many people hear the word “badge” they think of this, but it’s really become something so much more.
Competency based education – libraries and info lit
Badging fit with metaliteracy
Trudi Use of badge content – adapted for Coursera
Trudi
Trudi
Trudi
Trudi
Tom
Tom
Trudi:
I think we can talk here about the different video approached we used and how Coursera recommends NOT using YouTube etc…because of issues in some countries with access.
We needn’t show all three videos – just the different approaches, and why … interviews, pecha kucha, animation, etc.
Tom
Don’t show this – just leave for visual …
Tom
Tom--- finish by 11:35am
Trudi start at 11:35 (goes to noon)
5 Standards, 6 Frames
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.
Can enter into the conversation, language
Trudi
Trudi
Trudi: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).