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Metaliteracy
Transliteracy and metaliteracy are frameworks for understanding literacy in a digital age where information is fragmented, transient, and produced collaboratively online. Metaliteracy promotes critical thinking and collaboration by challenging traditional skills-based approaches and recognizing related literacy types and emerging technologies. It emphasizes metacognition and reflective practices for participation in open social media environments. Metaliteracy asks educators to reconfigure teaching to ensure students are equipped to access and participate in online information communities. Competencies can be tracked through "badging" that recognizes skills like being a master evaluator, digital citizen, producer and collaborator, and empowered learner.
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Metaliteracy
- 1. Transliteracy Wendy Stephens Wednesday, April23, 2014 Alabama Library Association
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- 3. The Transliteracies ResearchProject defines transliteracy “as the experience of ‘text-plus’ media by individuals and groups in digital, networked information environments. The ‘plus’ indicates the zone of negotiation—of mutation, adaptation, cooptation, hybridization, etc.—by which the older dialogue among print, writing, orality, and audiovisual media commonly called ‘text’ enters into new relations with digital media and with networked communication technologies.”
- 4. “Metaliteracy promotes criticalthinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online” (Mackey & Jacobson, Reframing Information as a Metaliteracy, 2011, 62-78)
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- 6. Mackey & Jacobson,“Reframing Information as a Metaliteracy,” 2011, 62-78
- 7. What’s new What’snot Social media Collaborative online communities “Transient and free- flowing” Dynamic Different product forms Information literacy Critically evaluate, share, and produce content Acquire, produce, share knowledge
- 8. Social media isbecoming more visual… 63% of social media involves images 32% of social media involves videos
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- 36. transliteracy as aprism
- 37. Why? “Art makesdata sticky.”
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- 52. Seminal resources, nolonger updated http://librariesandtransliteracy.wordpress.com/ http://transliteracyresearch.wordpress.com/ http://crln.acrl.org/content/71/10/532.full http://firstmonday.org/article/view/2060/1908 Mackey, T.P. & Jacobson, T.E. (2011) “Reframing Information Literacy as a Metaliteracy.” College & Research Libraries 72, 1. 62-78. http://comminfo.rutgers.edu/~tefko/Courses/e553/Readings/Mackey%20Metalitreac y%20CLR%202011.pdf
- 53. Tools of Metaliteracy Carolyn JoStarkey SVHS/JCIB/SVTA Alabama State University Alabama Library Association Annual Conference Wednesday, April 23, 2014www.yourspeakeasy.com
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- 58. Developed in 2008by Brian Solis, The Conversation Prism is a visual map of the social media landscape. It’s an ongoing study in digital ethnography that tracks dominant and promising social networks and organizes them by how they’re used in everyday life. The Conversation Prism 2008
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- 63. …the information superhighway hasgiven way to a collaborative social network. Information in this decentered environment is fragmented and transient, requiring new approaches to literacy education. --Mackey and Jocobson, (2014), p. 8
- 64. As a reframingof information literacy, it (metaliteracy) highlights metacognition, or thinking about one’s thinking, as an essential reflective practice for self- empowerment, participation, and cooperation in today’s open social media environment. http://nelig.acrlnec.org/content/2013-annual- program-abstracts
- 66. “This approach leadsto expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.” –Jacobson and Mackey, 2013
- 67. For some students,metaliteracy may be a way to augment their practice of the tools they already use by encouraging them to evaluate user feedback and dynamic content critically, create contexts for user-generated information, and understand privacy, ethics, and intellectual property issues in a shifting information landscape. For others, the framework of metaliteracy creates an imperative for educators to increase student access to and understanding of the tools, skills, and knowledge they need to succeed in the world and to be active participants. --Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)
- 68. Every day, Isee students who are adept with mobile technology, but cannot attach a document to an email or complete tasks on a computer that would be assumed competencies in many workplace situations. Likewise, I also see students who are very good at finding information and fairly savvy about evaluating it, but feel disconnected from the idea that they themselves are information producers. --Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)
- 69. Metaliteracy asks usto think about what constitutes a literate person in contemporary American society. It also asks us how we can reconfigure our pedagogical philosophy and teaching practices to ensure that our students leave our institutions equipped to access and participate in the many information communities available to them. --Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)
- 72. Innovative Method ofTracking Competencies: Badging
- 73. Innovative Method ofTracking Competencies: Badging
- 74. Innovative Method ofTracking Competencies: Badging 1.Master Evaluator 2.Digital Citizen 3.Producer & Collaborator 4.Empowered
- 75. Innovative Method ofTracking Competencies: Badging
- 76. Innovative Method ofTracking Competencies: Badging
- 77. Innovative Method ofTracking Competencies: Badging
- 78. Innovative Method ofTracking Competencies: Badging
- 79. Innovative Method ofTracking Competencies: Badging
- 80. Innovative Method ofTracking Competencies: Badging
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