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?
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
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 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.
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.
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?
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
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 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.
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.
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.
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.
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.
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 Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Teaching Metaliteracy in the Post-Truth WorldTom Mackey
This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
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.
ALI Information Literacy Committee Webinar: Scholarly Communications & Inform...Franny Gaede
Slides from ALI Information Literacy Committee Webinar: Scholarly Communications & Information Literacy Instruction from Friday, March 28, 2014. 10:30-11:30 EST. Presented by Stephanie Davis-Kahl, Craig Finlay, and Franny Gaede. Committee members include: Sally Neal, Leslie Morgan, Clarence Maybee
For notes from the presentation, please check out: http://bit.ly/1f0PJfr
Archived version of the webinar available here: https://gomeet.itap.purdue.edu/p8r4hsekljx/. Please note that due to technical issues, recording begins about half way into the webinar.
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.
"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 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.
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.
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 Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Teaching Metaliteracy in the Post-Truth WorldTom Mackey
This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
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.
ALI Information Literacy Committee Webinar: Scholarly Communications & Inform...Franny Gaede
Slides from ALI Information Literacy Committee Webinar: Scholarly Communications & Information Literacy Instruction from Friday, March 28, 2014. 10:30-11:30 EST. Presented by Stephanie Davis-Kahl, Craig Finlay, and Franny Gaede. Committee members include: Sally Neal, Leslie Morgan, Clarence Maybee
For notes from the presentation, please check out: http://bit.ly/1f0PJfr
Archived version of the webinar available here: https://gomeet.itap.purdue.edu/p8r4hsekljx/. Please note that due to technical issues, recording begins about half way into the webinar.
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.
"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.
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).
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.
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
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.
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
The Learning Management System: Adapt or DisappearIain Doherty
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
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.
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.
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”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Metaliteracy: Reflective and Empowered Lifelong Learning
1. Metaliteracy: Reflective and Empowered
Lifelong Learning
1
Thomas Mackey and Trudi Jacobson
#metaliteracy
Second Encounter of Reading in
Higher Education:
Literacy in Everyday Life
La Universidad de Guadalajara
Friday, November 25, 2017
9:00am-10:00 am
2. What we’ll talk about
• Metaliteracy
– What it is
– How it complements/extends literacy
– Applicability of its learning objectives
• Metaliteracy-related projects
– Digital badging system
– MOOCs
• Q & A
2
3. • “750 million youth and adults
still cannot read and write”
• “250 million children are failing
to acquire basic literacy skills.”
• “This results in an exclusion of
low-literate and low-skilled
youth and adults from full
participation in their
communities and societies.”
– (UNESCO, Literacy)
3
Literacy Inequalities
4. “Beyond its conventional concept as a set of reading, writing and
counting skills, literacy is now understood as a means of
identification, understanding, interpretation, creation, and
communication in an increasingly digital, text mediated,
information-rich and fast-changing world” (UNESCO, Literacy). 4
7. “…digital literacy
transcends the basic
operations of using a
technology…learners
must be able to combine
those skills with
reflection, imagination,
and awareness of their
implications …”
(NMC.org, p. 1).
7
8. “Taken together,
globally, there is a large-
scale, big picture move
towards transforming
learners and users into
digital creators”
(NMC.org, p. 12).
8
9. “At some point,
production may become
as essential to digital
literacy — indeed, to
social life — as
consumption. If that
future comes to pass,
now is the time to
creatively and
collaboratively prepare
for it” (NMC.org, p. 34).
9
12. 12
Rafael Lozano-Hemmer, “Vectorial
Elevation, Relational Architecture 4”, 1999
Interactive art installation
18 searchlights controlled by 3D Interface
800,000 participants from 89 countries
Zocalo Square, Mexico City, México.
13. • Promotes critical thinking and collaboration
• Provides a framework to effectively participate in
social media and online communities
• Supports acquiring, producing, and sharing
knowledge in collaborative online communities
13
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
14. 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).
15. 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).
16. 16
“Metaliteracy asks that individuals
understand on a mental and emotional
level the potential impact of one’s
participation.”
(Mackey & Jacobson, 2016)
”
Mackey & Jacobson, How can we learn to reject fake news in the digital world?
17. Metaliteracy in Practice
(Jacobson and Mackey, 2016).
“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”
(Preface).
18. Metaliteracy in Practice
(Jacobson and Mackey, 2016).
“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).
19. 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
20. Learner Roles
Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
21. I’d love to
see my
students
take on the
role of…
Quick Reflection
28. Understand Personal Privacy, Information
Ethics and Intellectual Property
28Image from the article, How can we learn to reject fake news in the digital world?
29. Apply copyright and Creative Commons to
original or repurposed information
29
https://www.flickr.com/photos/21907270@N05/2117607887
30. Determine the value of formal
and informal information
30
https://textbooks.opensuny.org/the-information-literacy-users-guide-an-open-online-textbook/
35. ❖ 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
40. Implementations
• UUNI 110: Writing and Critical Inquiry
• Writing and Critical Inquiry
• Principles of Career and Life Planning
• Writing America
• Information Literacy
• Psychology of Academic and Personal Effectiveness
• Honors Program
• Classroom Literacy Instruction (graduate level course)
• Research Methods (Informatics)
• Current Policy Debates Viewed Through a Social Science Lens
• China: People and Place
• nciples of Career and Life Planning
• AENG 240V: Writing America
• UNL 207: Information Literacy
• ESPY 120: Psychology of Academic and Personal Effectiveness
• Honors Program
41. 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
41
44. • MOOCs must be designed with learners as central
drivers of their learning
• Foster lifelong learning competencies for self-regulation
and learner agency
• MOOCs are a decentralized learning model
• Require a supportive pedagogy for students to take on
active roles as participants, contributors and teachers
44
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.” Vol. 9, No. 3. Open Praxis. 2017.
As Pedagogical Framework
46. Thomas 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
46
Editor's Notes
Tom and Trudi
Trudi
Tom: “UNESCO encourages innovative literacy solutions and access to lifelong learning through the use of ICTs by supporting dialogue and cross-sector collaboration that connects and promotes literacy learning with digital technologies.”
-(UNESCO What UNESCO Does on Literacy)
Tom
Tom: “On September 25th 2015, countries adopted a set of goals to end poverty, protect the planet, and ensure prosperity for all as part of a new sustainable development agenda. Each goal has specific targets to be achieved over the next 15 years.”
Tom: “UNESCO works through its global network, field offices and institutes and with its Member States and partners to advance literacy in the framework of lifelong learning, and address the literacy target 4.6 in SDG4 and the Education 2030 Framework for Action.”
Trudi: from the New Media Consortium, publishers of the various Horizon reports: moving beyond the idea of digital literacy as technology-based—there are critical mindset components
Trudi: recognition that individuals are not simply looking for information, consumers of information
Tom…production IS essential and metaliteracy places this in the forefront…
Tom
Tom: Interactive art installation by Rafael Lozano-Hemmer; Celebration for Year 2000 at Zocalo Square, Mexico City; Through an interactive web site over 800,000 participants from 89 different countries participated in this two-week art project.
Tom: Participants from around the world created light designs, using the interface available at the interactive web site from anywhere in the world, that were projected live at Zocala Square in Mexico City and then saved as a personalized web site documenting the design, the light projection, and any comments made by the participant. 18 searchlights were positioned around the square and were controlled by the 3D interface
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).
Maybe a bit more from this section in the book
Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).
Trudi: a piece that Tom and I wrote for The Conversation, which publishes articles written by academics but in a very accessible manner. We addressed, shortly after the US presidential election, how metaliteracy might help tackle the issue of fake news
Trudi: As the previous slide shows, we can’t focus solely on the academic realm and scholarly information. If we do, learners will not be prepared for the wide range of information they will work with and contribute to throughout their lives
Trudi: As we’ve seen, the changes in the last few years have been revolutionary. We all need to be prepared for coming dramatic change, and metacognition, or thinking about our thinking and critically regulating what we then do, will be key
Trudi
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 Tom jump in
Trudi: Just take a few seconds and think about this. Is there a role you would like your students to take on, one that they might be hesitant to or may never have thought of themselves doing? Or perhaps you envision a role not shown here?
Tom
Tom: “This mosaic is intended to commemorate the one millionth uploaded file at Wikimedia Commons. We chose the Wikimedia Foundation[1] logo because it would be easy to represent well at a fairly coarse resolution, because it is a relatively simple image, and because it represents the Foundation itself.
The point of this mosaic is to visually represent the breadth of images that are available here at Commons. We picked a representative starting set but we need more images.”
Trudi: Learning objective in action: in a colleague’s course, he had students meet a real information need by researching and writing biographies of two women who needed Wikipedia entries. These students had used Wikipedia for years, but knew nothing about the creation of entries there. What they found especially uncomfortable was that other Wikipedia users could edit the entries they’d written on Michelle Ebanks and Barbara Masekela—they was a vivid learning experience for them, and a chance to value the user-generated content that Tom just mentioned
Trudi: …and personal, academic, and professional goals…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
Tom: Assess content from different sources, including dynamic content from social media, critically
Also mention related Evaluate Content Critically
Tom: 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.
Tom
Tom
Trudi: affirms the value of original and repurposed information in participatory spaces, while also critically differentiate between these sources. This slide refers to an open textbook I wrote with a number of colleagues in my department, part of a larger State University of New York open textbook project—it is being used as written by some, but others are adding content that meets the needs of their students.
Tom: “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.”
Tom: Here’s a summary of what we’ve been talking about…
Trudi
Trudi: Translation of the ML Learning goals and objectives into learning mechanism
Trudi: 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
Trudi: 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.
Trudi: 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. Tom talks about quest development and badge as credential itself
Trudi: 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.
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.
Trudi: (How instructors use) 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.
Trudi: 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
Tom: explain what MOOCs are; Stephen Downes and gRSShopper aggregator
Trudi students not really prepared
Tom: MOOCs as open and lifelong learning; pursuing knowledge and both academic and professional credentials; alternative credentialing; online discussions; peer assessments;
Students evaluating work of other students, learner as teacher, helping each other out
Tom: discuss self-regulation and learner agency.
For the third bullet – some MOOCs are not decentralized, but rather lecture-oriented – maybe instead: "xMOOCs have moved away from decentralized learning model"? Or "MOOCs offer opportunity for decentralized learning model"? Or just "MOOCs as decentralized learning model" to serve as a talking point.
Not creating MOOCs or badges about ML as a topic but using MOOC technology to advance ML as a framework for learning, underpinned by G & O and concept that ML learner can be empowered in these spaces
Shows that metaliteracy can be a firm base pedagogy but opportunities to be creative in developing them
Trudi: If came up with another role for your students, please let us know