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.
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?
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.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
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.
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.
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.
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?
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.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
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.
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.
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.
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 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 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.
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.
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.
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.
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.
"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.
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 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 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.
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.
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.
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.
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.
"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.
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.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
Information Literacy, Libraries, and Virtual Schools: New Standards for New M...alexrhodges
This roundtable focused conversation on how the emerging information literacy framework (ACRL, 2015) impacts libraries in virtual schooling environments. Participants discussed K-12 and higher education students' development of information literacy as a series of threshold concepts and metaliteracies (Mackey & Jacobson, 2011, 2014; Townsend, Brunetti, & Hofer, 2011). Participants also examined what the evolving information literacy framework means for virtual schools, libraries, teachers and librarians.
Hodges, A. & Ochoa, M. (2015). Information Literacy, Libraries, and Virtual Schools: New Standards for New Modalities. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (p. 2168). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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
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.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
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Metaliteracy and the Participatory Role of Learners in Today’s Social Information Environment
1. Metaliteracy and the Participatory Role of Learners
in Today’s Social Information Environment
1
Trudi Jacobson and Tom Mackey
#metaliteracy
Temple University
Fall 2017 GenEd Faculty Assembly
Monday, August 21, 2017
noon-4:00 (SERC 108A/B)
2. Today’s Workshop
12:45 Presentation
2:00 Breakout session 1: Individual Reflection
2:20 Break (flexible timing due to eclipse!)
2:35 Breakout session 2: Group
3:00 Reconvene: Reports and Wrap Up
2
Image by Luc Viatour
3. What we’ll talk about
• Metaliteracy
• ACRL Information Literacy Framework
• Metaliteracy-related projects
– Digital badging system
• Case Study: General Education Course
– MOOCs
• Q & A
3
4. GenEd at
Focused on making connections
• “both locally as well as globally”
• “from academic knowledge to experience”
• “across areas of study from a global perspective”
• “to current controversies from a local
perspective”
• “between what they learn, their lives and their
communities”
4https://gened.temple.edu/blog/welcome-to-the-general-education-program-site/
5. NMC Horizon Report 2017
Higher Education Edition
Solvable Challenge:
Improving Digital Literacy
“The proliferation of fake
news stories during the
recent US presidential
election illustrates the
importance of cultivating
skills for mindful media
consumption” (p. 24).
https://www.nmc.org
6. NMC Horizon Report 2017
Higher Education Edition
Solvable Challenge:
Integrating Formal and
Informal Learning
“With over 40% of the world’s
population accessing the
internet, recognizing the power
and prevalence of online
informal learning opportunities
is vital to keeping formal
education relevant” (p. 26).
https://www.nmc.org
7. 7
“Our “digital natives” may be able to flit
between Facebook and Twitter while
simultaneously uploading a selfie to
Instagram and texting a friend. But when
it comes to evaluating information that
flows through social media channels,
they are easily duped” (p. 4).
Wineburg, Sam and McGrew, Sarah and Breakstone, Joel and Ortega, Teresa. (2016).
Evaluating Information: The Cornerstone of Civic Online Reasoning.
Stanford Digital Repository. Available at: http://purl.stanford.edu/fv751yt5934
8. 8
Wineburg, Sam and McGrew, Sarah and Breakstone, Joel and Ortega, Teresa. (2016).
Evaluating Information: The Cornerstone of Civic Online Reasoning.
Stanford Digital Repository. Available at: http://purl.stanford.edu/fv751yt5934
“At present, we worry that
democracy is threatened by the
ease at which disinformation
about civic issues is allowed to
spread and flourish” (p. 5).
11. “Metaliteracy is an overarching, self-referential, and
comprehensive framework that informs other literacy
types. Information literacy is the metaliteracy for a digital
age because it provides the higher order thinking
required to engage with multiple document types
through various media formats in collaborative
environments” (p. 70).
11
Mackey, T. P., & Jacobson, T. E. (2011). Reframing Information Literacy as a Metaliteracy.
College & Research Libraries, 72(1), 62-78. http://crl.acrl.org/content/72/1/62.full.pdf
Reframing Information Literacy
as a Metaliteracy
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. Metaliteracy: Reinventing Information
Literacy to Empower Learners
(Mackey and Jacobson, 2014).
“The use of the term
metaliteracy suggests a way
of thinking about one’s own
literacy. To be metaliterate
requires individuals to
understand their existing
literacy strengths and areas
for improvement and make
decisions about their
learning” (p. 2).
14. 14
“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, “Can’t seem to stop those ads
following you around? Why not become ‘metaliterate’?”
15. 15
Jacobson and Mackey, August 7, 2015, “Can’t seem to stop those ads
following you around? Why not become ‘metaliterate’?”
“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.”
16. “How a Blogger Exploded the Hot New Theory About
Amelia Earhart With 30 Minutes of Online Searching”
16
Ruth Graham, Slate, July 13, 2017
18. Four Domains of Metaliteracy
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).
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)
Behavioral: what
students should be
able to do upon
successful
completion of
learning activities—
skills,
competencies
Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
19. Learner Roles
Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
20. I’d love to
see my
students
take on the
role of…
Quick Reflection
22. 22
“A majority of U.S. adults – 62 percent
– get news on social media.”
News Use Across Social Media Platforms 2016
(Gottfried & Shearer, May 26, 2016)
Evaluate content critically, including dynamic, online
content that changes and evolves, such as articles
preprints, blogs, and wikis
23. 23
“Computer Scientists Demonstrate The Potential
For Faking Video”
Aarti Shahani, Tech Reporter, NPR Business Desk
July 14, 2017, 4:57 AM ET
“Synthesizing Obama: Learning Lip Sync from Audio” SIGGRAPH 2017
Supasorn Suwajanakorn, Steven M. Seitz, Ira Kemelmacher-Shlizerman
24. 24
“How to Spot Fake News”
(Kiely and Robertson, November 18, 2016)
Assess content from different sources, including
dynamic content from social media, critically
26. 26
Understand the differing natures of feedback
mechanisms and context in traditional and
social media platforms
27. Place an information source in its context
(for example, author’s purpose, format of
information, and delivery mode)
27https://en.wikipedia.org/wiki/Wikipedia_Seigenthaler_biography_incident
28. Understand Personal Privacy, Information
Ethics and Intellectual Property Issues
28
Pew Research Center: The Future of Privacy (2014) Lee Rainie & Janna Anderson
29. Value user-generated content and critically
evaluate contributions made by others: see self as
a producer as well as consumer, of information
29http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27
30. Apply copyright and Creative Commons
licensing as appropriate to the creation of
original or repurposed information
30
https://creativecommons.org/about/videos/wanna-work-together/
31. Determine the value of formal and informal
information from various networked sources
(scholarly, user-generated, OERs, etc.)
31
https://textbooks.opensuny.org/the-information-literacy-users-guide-an-open-online-textbook/
32. Share Information and Collaborate
in Participatory Environments
32
“Metaliterate individuals recognize there are ethical
considerations involved when sharing information, such as
the information must be accurate. But there is more.
Metaliteracy asks that individuals understand on a mental
and emotional level the potential impact of one’s
participation.”
“How can we learn to reject fake news in the digital world?”
(Mackey & Jacobson, The Conversation, December 5, 2016)
35. Metaliteracy in Practice
(Jacobson and Mackey, 2016).
“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)
36. 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
39. 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)
39
40. 40
“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?
41. 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”
44. Threshold Concepts in Disciplines
• Biology: evolution, photosynthesis
• Writing/rhetoric studies: audience, purpose, situated
practice, genre
• Geology: the scale of geologic time
• Economics: opportunity cost
• Accounting: depreciation
• History: no unitary account of the past
45. 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
47. Curriculum Design Considerations
• Faculty and librarians co-develop assignments
• Align threshold concepts with learning
outcomes (or create new learning outcomes)
• Allow for confusion and uncertainty
• Revisit the concept more than once
• Position frames strategically across the
curriculum
48. 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)
51. ❖ A record of achievement
❖ Acknowledgement of an
accomplishment
❖ Indication of a proven skill
❖ Evidence of learning
❖ Verification of competency
❖ Validation of non-traditional
skills or experiences
What is a Digital Badge?
The Badge CC BY-SA Kyle Bowen
56. Implementations
• UUNI 110: Writing and Critical Inquiry
• UUNI 110: Writing and Critical Inquiry
• ECPY204U: Principles of Career and Life Planning
• AENG 240V: Writing America
• UNL 207: Information Literacy
• ESPY 120: Psychology of Academic and Personal Effectiveness
• Honors Program
• ERDG 500: Classroom Literacy Instruction
• IINF 200: Research Methods
• RPOS 250: Current Policy Debates Viewed Through a Social Science Lens
• GOG 160: China: People and Place
• CEHC 210: Critical Inquiry and Communication
• nciples of Career and Life Planning
• AENG 240V: Writing America
• UNL 207: Information Literacy
58. Demonstrate self-empowerment through
interaction and the presentation of ideas
(learners are both students and teachers)
Students earned the Empowered Learner badge
Team-based activities:
• Developing potential badge content
• Session with instructor of lower level writing
course
• Preparation for teaching
• Teaching lower level students
58
59. Value user-generated content and critically
evaluate contributions made by others: see self as
a producer as well as consumer, of information
59
Michelle Ebanks Barbara Masekela
61. • “When designed with students as the central drivers of
their learning, MOOCs can foster important lifelong
learning competencies related to self-regulation and
learner agency.”
• “This decentralized learning model, however, calls for a
supportive pedagogy that addresses the learning
processes needed for students to take on active roles as
participants, contributors and teachers.”
61
O’Brien, K., Forte, M., Mackey, T. P., Jacobson, T.E., “Metaliteracy as Pedagogical
Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera
and Canvas.” (under review). Open Praxis. 2017.
Pedagogy
63. Demonstrate ability to connect learning and
research strategies with lifelong learning processes
and personal, academic, and professional goals
https://www.coursera.org/learn/metaliteracy
68. Breakout Session One
• Use this time to reflect on what you have
learned about metaliteracy. What elements
are you already using in your classes, and how
are each currently applied?
• Identify the elements of metaliteracy that are
new to you and your teaching. How would
these newer elements enhance your learning
goals for students? How might you begin to
incorporate them?
68
69. Breakout Session Two
• Working with other faculty and the librarian at
your table, share what you developed in
breakout session one. We will ask one person
per table to give a brief overview of key ideas
when we reconvene.
69
71. Tom Mackey, Ph.D.
Vice Provost for Academic Programs
and Professor
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
71
Editor's Notes
Trudi
Trudi
The NMC Horizon Report 2017 addresses Selected Trends such as Advancing cultures of innovation and Deeper learning approaches and also Selected Challenges such as Improving digital literacy and Integrating formal and informal learning
“Learning institutions are challenged to encourage self-directed learning experiences and to guide students toward the wealth of resources available, such as online courses that reward students with certificates or digital badges, or public assets published by libraries, museums, and cultural centers.”
NEW MEDIA CONSORTIUM JUST RELEASED Digital Literacy in Higher Education, Part II Similar to metaliteracy this report also features content creation, empowerment, and information literacy as core, and states: “Digital literacies ultimately combine information and media literacy” but metaliteracy goes beyond this.
Tom… mention the original article from 2011…
Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).
Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).
Tom
Tom
“Kota Yamano, a Tokyo-based blogger, found the same photograph printed in a Japanese-language travelogue published in 1935, almost two years before Earhart and Noonan disappeared. The caption underneath the photo says nothing about the identities of the people in the photograph, which apparently depicts a regular old harbor, rather than a harbor and two missing celebrities.”
Trudi
Expanding the idea of empowerment. Students often don’t see themselves in these roles. It is important that they have the mindset and abilities needed to undertake these roles successfully
“…in order to ascertain the value of the material for that particular situation“ Understand for example that Wikipedia is developed by a community of users and that while there have been hoaxes such as the infamous John Seigenthaler case, the community was able to correct the false information originally presented, but this required critical thinking and listening to the original victim of this hoax, John Seigenthaler himself and then making the necessary corrections within the context of this open environment.
And go beyond factcheck.org--- this is just one example to illustrate the point but of course we need to check multiple sources of information and fact check on our own.
As part of the critical thinking process we need to understand the context for information, and the differences in how information is transmitted through traditional sources and social media. In this example the feedback mechanism is the open environment of Speaker’s Corner in London where individuals and groups express their views in a peaceful way.
We also have multiple feedback mechanisms through social media such as online reviews for hotels, movies, books, airline seats, as well as status updates via Facebook, Twitter, etc. How do we understand these sources of information and critically evaluate these sources, making sure we understand the origins of the information and who transmitted the information and to what extent anonymity had an impact on the reliability of the information. How do we effectively contribute to the feedback mechanisms ourselves as active and responsible digital citizens.
“…in order to ascertain the value of the material for that particular situation“ Understand for example that Wikipedia is developed by a community of users and that while there have been hoaxes such as the infamous John Seigenthaler case, the community was able to correct the false information originally presented, but this required critical thinking and listening to the original victim of this hoax, John Seigenthaler himself and then making the necessary corrections within the context of this open environment.
“So, metaliterate individuals don’t just post random thoughts that are not based in truth. They learn that in a public space they have a responsibility to be fair and accurate.”
Trudi
Shows a blog created by a student in an information literacy course at the University at Albany, Spring 2017
More than what some of the students in the course did, took the ML concepts and ran with them. Also invited others to follow her on tumblr
Trudi: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).
5 Standards, 6 Frames
Quick overview of the larger structures of the two
The standards were, on the whole, linear, while the framework provides tools to think with, in the words of Gardner Campbell. He says “Conceptual frameworks are not things to do. Conceptual frameworks are tools for understanding, tools to think with” and this is a primary difference from the standards—they were things to do. A framework informs all that one does.
http://www.gardnercampbell.net/blog1/?p=2703#comments
Affective element (habits of mind), behavioral and cognitive (behaviors demonstrating understanding), underpinning ideas encompass both ML and the threshold concept you find in each frame
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
This aligns with the deeper learning experience of the Horizon Report, certainly when you compare it to the Standards
Information literacy as informed by metaliteracy
These information production projects align well
Translation of the ML Learning goals and objectives into learning mechanism
Visual icon that represents an achievement, demonstrated skill or ability - similar to traditional merit badges - What distinguishes a digital badge from a traditional merit badge is metadata – information embedded into the badge image that tells you how the badge was earned, what kind of learning took place - can include evidence, verification by issuing authority (like a certificate), validation of non-traditional skills that often occur outside of the classroom
Credly metadata
Credly is a badge issuing platform a badge repository – allows students to collect, store, and share their earned badges
Focus on digital citizen badge for grant - covers concepts such as information ethics, personal privacy, and online identities. Goal to refine digital citizen badge for educators and to use this as a model for other discipline specific applications.
First conceptualized in 2012 by members of the Metaliteracy Learning Collaborative. The Metaliteracy learning objectives were used as the foundation for the design of the badging system, which includes four digital badges and the Metaliterate Learner uber badge. Each badge is a title that students can claim and display once they have mastered a particular series of learning activities. Badge does not indicate end of learning but rather transformed learning -- new ways of thinking and practices that can be applied to future learning experiences.
Metacogntition, self-reflective learning activities
Requires viewing by instructor
Model where librarians work with disciplinary faculty – lesson planning, set up course pages, they are responsible for assigning and reviewing work
metaliteracy is largely grounded in metacognition and affective aspects of learning - encouraging self-reflection and self-awareness of their own learning processes and how they feel about their learning. Activities are reflective in nature -- often require short written assignment or worksheet or digital creation submitted through an online form in the system -- Students can resubmit. Because of this the metaliteracy exercises could not be automated, and require an instructor to review, provide feedback, and approve the work. In order to accommodate this process we came up with a model where the librarians are working with the faculty to incorporate these metaliteracy badge quests into their own courses, and faculty are reviewing the work of their own students.
Digital badges have been valuable for encouraging instructors to incorporate these concepts into their courses and have facilitated collaborative lesson planning and instruction.
Consultation to integrate badges and create course pages
Integration into course syllabus and assignments
Flipped model: i.e. assigned quest paired with library instruction
Trudi
The badge system has drawn interest across disciplines and opened up opportunities for collaborative partnerships as we work with faculty to integrate the metaliteracy badges into their courses and customize the system for their needs.
Just highlights from a couple of library-based information literacy courses that incorporate ML/Framework
Learning objective within Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals (mentioned earlier)
Not only did students work through the Empowered Learner badges and quests (as flipped classroom content), in their teams, they were asked to write one of our missing badge units
They also had the opportunity to put into play the learner as teacher element from ML
Greg’s course
Tom
mention the new article and these key points.
Stephen Downes and gRSShopper aggretator
MOOCs as open and lifelong learning; pursuing knowledge and both academic and professional credentials; alternative credentialing; online discussions; peer assessments;
Here’s a summary of what we’ve been talking about…