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

1. Metaliteracy: Engaging Students
Through Assessment as Learning
Trudi E. Jacobson, MLS
Distinguished Librarian
University at Albany
SUNY
Thomas P. Mackey, PhD
Professor
Empire State College
SUNY
Follow us on Metaliteracy.org
#metaliteracy
Scientific Committee of the 4th
National Meeting of
Information Competences
February 11, 2021
10:00 a.m. to 12:00 p. m
University of Puerto Rico

2. What We Will Explore This Morning:
● Engaging Students in Learning
○ Developing a Metaliterate Mindset
● Metaliteracy and Open Learning
● Metaliteracy and Assessment
● Integrating Assessment through Metaliteracy in Your Setting

3. Learners and Learning
“In times of change,
learners inherit the earth,
while the learned find
themselves beautifully
equipped to deal with a
world that no longer
exists.”
Eric Hoffer
Image by Gerd Altmann from PublicDomainPictures.net

4. Learners and Learning
“Learning is not attained
by chance, it must be
sought for with ardor and
attended to with
diligence.”
Abigail Adams
Image by ludi from Pixabay

5. Engaging Students in Learning

6. While we sharing our ideas, will you please...
Think about your setting
and roles: what resonates
with you about engaging
students in learning?
Are there things you can
add from your experience?
Share them on Padlet
https://padlet.com/tjacobson/AaL

7. Significant Learner Contributions to Wikipedia

8. Example of Engaged Learners

9. How do we accomplish this?

10. Developing a Metaliteracy Mindset

11. Developing a Metaliteracy Mindset
The Metaliteracy Framework
● Challenges traditional skills-based approaches to information literacy
● Reinforces the development of a critical thinking filter to evaluate all
forms of information
● Advances effective participation in social media, online communities,
and virtual environments
● Supports acquiring, producing, and sharing knowledge in collaborative
online communities
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

12. Core Components of Metaliteracy
● Learning Domains
● Roles
● Characteristics
● Goals and Learning
Objectives

13. The Metaliteracy Model
Metaliterate Learner Figure (Mackey & Jacobson, Metaliteracy in a
Connected World: Developing Learners as Producers, 2021) (Figure
design by Kelsey O’Brien using Genially)

14. 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
Behavioral: what
students should be able
to do upon successful
completion of learning
activities - skills,
competencies
Affective: changes in
learners’ emotions or
attitudes through
engagement with learning
activities
Mackey and Jacobson (2014). Metaliteracy: Reinventing Information Literacy to Empower Learners.
Metaliteracy Learning Domains

15. Metaliterate Learner Roles
https://metaliteracy.org/ml-in-practice/metaliterate-learner-roles/
Producer: Do you
produce and share your
own user-generated
content such as selfies,
digital images, video, or
multimedia?
Author: Why do you
feel compelled to be an
author? Would you like
to entertain? Inform?
Convey a message?
Engage in dialogue?
Persuade?
Researcher: Do you ask
critical questions to
challenge your own
biases, those of others,
and to challenge the
biases that may be
present in the content
you discover?
Communicator: Do
you see your role as
someone who
communicates
consciously and
conscientiously in a
variety of forums?

16. Metaliterate Learner Characteristics
Mackey and Jacobson (2019). Metaliterate Learning for the Post-Truth World
Productive: Supports
being a creative and
informed producer of
information while
reflecting on the work
and one’s own
thinking during this
process.
Collaborative:
Reinforces dialogue
among participants
and the shared role of
both learner and
teacher. Learners are
co-creators of
knowledge.
Reflective: Fosters
thinking about one’s
own thinking and self-
regulating one’s own
learning. Supports the
ability to identify and
expand knowledge
areas.
Civic Minded:
Reinforces civic
responsibility and
community-based
accountability.
Connectivity is not
enough; ethical
dimension is essential.

17. How Do We Engage
Learners?
Goals and Learning Objectives
Metaliteracy’s learning objectives
provide an array of a possible
approaches to engage learners.

18. Metaliteracy Goals and Learning Objectives

19. Goal 1: Actively evaluate content while also
evaluating one’s own biases
Objective example and Traducción al español:
Reflect on how you feel about information or an information
environment to consider multiple perspectives. (A, M)
Reflexionar sobre cómo te sientes en relación con la información o
con un entorno informacional para tener en cuenta múltiples
perspectivas. (A, M)
https://metaliteracy.org/learning-objectives/
Spanish translation by Dora Sales

20. Goal 2: Engage with all intellectual property
ethically and responsibly
Objective example and Traducción al español:
Differentiate between copyright, Creative Commons, and open
licenses in both the creation and licensing of original and repurposed
content. (B, C)
Diferenciar entre el derecho de autor/a (copyright), Creative
Commons y las licencias abiertas tanto en la creación como en la
licencia de contenido original y reutilizado. (K, C)
https://metaliteracy.org/learning-objectives/

21. Goal 3: Produce and share information in
collaborative and participatory environments
Objective example and Traducción al español:
See oneself as a producer as well as consumer of information. (A, M)
Considerarse a uno/a mismo/a como productor/a y consumidor/a de
información. (A, M)
https://metaliteracy.org/learning-objectives/

22. Goal 4: Develop learning strategies to meet
lifelong personal and professional goals
Objective example and Traducción al español:
Engage in informed, self-directed learning that encourages a broader
worldview through the global reach of today’s social media
environment. (B, M)
Participar en un aprendizaje informado y autodirigido que fomente
una visión del mundo más amplia a través del alcance global del
entorno de los medios sociales en la actualidad. (K, M)
https://metaliteracy.org/learning-objectives/

23. How Do We Engage
Learners?
The Roles That Inform Metaliteracy in
Practice
Providing opportunities for
learners to grow in a variety of
learner student engagement.

24. Metaliterate Learners are Producers
“...if everyone tries hard to
create and share what is
true, what is beautiful,
and what has value to
others, and if we all
avoided creating content
that harms people, the
world really would be a
better place (p. 26).”
Renee Hobbs
Create to Learn: Introduction to
Digital Literacy (2017)

25. Metaliterate Learners are Connected
“...the fact that we're all
connected, the fact that we've
got this information space --
does change the parameters.
It changes the way people
live and work. It changes
things for good and for bad.”
-Tim Berners-Lee, 2006
IBM developerWorks Interviews

26. Metacognition “could
someday be parlayed into a
method of teaching children
(and adults) to make wise
and thoughtful life decisions
as well as to comprehend
and learn better in formal
educational settings”
(Flavell, 1979, p. 910).
Metaliterate Learners are Metacognitive
Image: Tom Mackey photo at Mass MOCA (Sol Lewitt sculpture)

27. “We do critical thinking so we
can take informed actions—
actions that are grounded in
evidence, can be explained to
others, and stand a good
chance of achieving the
results we desire”
(Brookfield, 2010, p. 24).
Stephen D. Brookfield
Teaching for Critical Thinking: Tools
and Techniques to Help Students
Question Their Assumptions, 2012
Metaliterate Learners are Researchers

28. “Without dialogue there is
no communication, and
without communication
there can be no true
education.”
Paulo Freire
Pedagogy of the
Oppressed, 1971
Metaliterate Learners are Teachers

29. Coffee or stretch break
for 5 minutes!
We will stay here to answer questions before
moving to the second half of the keynote.
Image: https://commons.wikimedia.org/wiki/File:Cup-o-coffee-simple.svg

30. During the coffee break, please add to the Padlet
https://padlet.com/tjacobson/AaL
https://padlet.com/tjacobson/AaL

31. How Do We Engage
Learners?
The Importance of Assessment and Open
Learning
Assessment for learning in the
context of open learning provides
myriad opportunities to engage
learners

32. Metaliteracy, Assessment, and Open
Learning

33. What does Assessment As Learning
mean to you?
Enter your response via this link:
https://www.menti.com/n1pa7yx6bo
or go to www.menti.com and use the
code 22 77 38
or use QR Code
Let’s check your responses!

34. Assessment
Assessment For Learning:
Formative assessment
Assessment As Learning:
Subset of Assessment for Learning
Image by Harish Sharma from Pixabay

35. Assessment As Learning
...emphasizes using
assessment as a process
of developing and
supporting metacognition
for students
L. M. Earl (2013). Assessment as learning: using
classroom assessment to maximize student learning, p. 28.
Image by Harish Sharma from Pixabay

36. Open Pedagogy
“a framework for revising the practice of teaching
to engage students in actively shaping their
learning and contributing to public knowledge”
Definition of Open Education Practices from EDUCAUSE. (2018). Open Education: Practices (7 Things You Should
Know About). https://library.educause.edu/resources/2018/7/7-things-you-should-know-about-open-education-practices

37. Open Pedagogy is not for the faint of
heart—not faint-hearted teachers or
faint-hearted students. To some
degree, it is like sewing your
parachute after you have jumped
from the plane….
Image by GuentherDillinger from Pixabay
Bonica, M. J., Judge, R., Bernard, C., & Murphy, S. (2018).
Open Pedagogy Benefits to Competency Development: From
Sage on the Stage to Guy in the Audience. The Journal of
Health Administration Education, 35(1), 9–27.

38. Open Learning/Open Pedagogy, Pt. 1
● Agency: learner agency, allowing them to operate
independently and explore freely
● Choice: learner choice of pace, direction, and connections
● Expansion: through open-ended learning networks and
expanding connections
● Creativity: stimuli for new perspectives and ideas

39. Open Learning/Open Pedagogy, Pt. 2
● Student-constructed: students develop their own learning networks and plan
for the growth of networks
● Open-ended problems: emphasis on real solutions to real problems and
process over product
● Unmeasurable outcomes: bypassing the traditional outcome measurement
that align with closed learning
● Risk and goodness: possible reward and goodness with the unknown
Reynolds, Gibbs, Zemke. (2015). Eight Qualities of Open Pedagogy. https://nextthought.com/thoughts/2015/02/ten-qualities-of-
open-pedagogy

40. Designing Open Learning with Metaliteracy
1. Determine which open metaliteracy content meets your
needs or provides inspiration
2. Adapt the metaliteracy goals and learning objectives
to align with your own
3. Encourage learners to envision themselves in the
active metaliterate learner roles
4. Encourage learners to identify strengths and areas
for continued growth
5. Develop learning activities that encourage
metacognitive reflection

41. Designing Open Learning with Metaliteracy
Determine which open metaliteracy content meets your
needs or provides inspiration
Example: Students watch the video Telling Your
Digital Story to learn about producing dynamic
content through the lens of metaliteracy.
Students learn the process of digital storytelling
while being encouraged to reflect on their own
learning, which supports self-assessment.

42. Designing Open Learning with Metaliteracy
Adapt the metaliteracy goals and learning objectives to
align with your own
Example: Students are asked to “See oneself as
a producer as well as consumer of information”
(Goal 3; Objective 1).
This objective is adaptable to assignments with
digital narratives, videos, graphic design, art,
theater, digital media, makerspaces, etc...

43. Designing Open Learning with Metaliteracy
Encourage learners to identify strengths and areas for
continued growth
Example: Students are asked to identify one role
they would like to work on, and to take
ownership of that role throughout the semester.
Periodically, the instructor asks students to
report on their progress and how it was
impacting their learning.

44. Designing Open Learning with Metaliteracy
Encourage learners to envision themselves in the active
metaliterate learner roles
Example: Students are asked to identify one role
they would like to work on, and to take
ownership of that role throughout the semester.
Periodically, the instructor asks students to
report on their progress and how it was
impacting their learning.

45. Designing Open Learning with Metaliteracy
Develop learning activities that encourage metacognitive
reflection
Example: Students review the metaliteracy
model to identify the domains and
characteristics that support a self-assessment.
This approach is adaptable to a mid-term self-
assessment, or a final assessment of learning.
Example: Students write a short essay in
conjunction with a course project in which they
assess how awareness of the metaliteracy learning
domains and learner roles affected their work on
the project.
This approach is applicable to any disciplinary
context that requires student projects.

46. Learner Activities Inspired by Metaliteracy

47. Producing Non-Disposable Projects
Metaliteracy in Action in Non-Disposable Assignments: Creating a Website by First Year
Students for First Year Students - Prof. Trudi E. Jacobson (UAlbany site)

48. Producing Digital Stories
● Metaliterate learners as digital
storytellers
● Selfie videos for introductions and
final self-assessments
● Mobile digital stories
● Empowered digital stories
“You & Me” by Jason Sebastian Russo (fall 2020)
Digital Storytelling taught by Dr. Sheila Marie Aird and Dr. Tom Mackey: Global Digital Stories Blog

49. Connecting in a Virtual World
Metaliteracy and Our
Metamodern Times
-Dr. Valerie Hill

50. Reflecting in MakerSpaces
"Makerspace + Family Science & Astronomy Festival 2014" by College of San Mateo
Library is licensed under CC BY 2.0
“The maker mindset involves
critical evaluation of one’s own
beliefs and outlooks.”
Metaliteracy and Maker Literacy
- Sarah Nagle

51. Researching through Digital Badging
By reflecting on your own
perspective, you will be more
likely to sort out those of others,
and then take the initiative to
expand the range of the sources
you consult.
In connection with students
creating new metaliteracy
quests
Jacobson and Friedman. (2019/2020). Teaching Critical
Thinking and Metaliteracy Through OER. IJOER, p. 183 Image by Picserver.org

52. Teaching in Collaborative Projects
● Peer review of individual digital
stories
● Peer support in Student Cafe
and discussions
● International collaboration on
final digital storytelling project
“Pandemic Art” by William Patterson, Dariia Tereshchenko & Jason Sebastian Russo
Digital Storytelling taught by Dr. Sheila Marie Aird and Dr. Tom Mackey: Global Digital Stories Blog

53. Publishing in Wikipedia
[Contributing to
Wikipedia] gives one the
feeling of contributing to
something real and
meaningful
Alex Gugie, philosophy
major

54. How Do We Engage
Learners?
The Value of Open Metaliteracy Learning
Resources
There are many open
metaliteracy resources available
for use and for inspiration

55. Metaliteracy Module in iSucceed Online Course
● College Success for first year
students
● Metaliteracy roles, domains,
characteristics, and learning
activities
https://courses.lumenlearning.com/isucceed-wm-
collegesuccess/chapter/why-it-matters-metaliteracy/

56. Metaliteracy Module in iSucceed Online Course
Five outcomes
○ What does it mean to be a metaliterate learner?
○ Metaliterate researcher
○ Metaliterate producer and collaborator
○ Metaliterate digital citizen
○ Lifelong metaliterate learner

57. Assessment in the Metaliteracy iSucceed Module
Lumen Waymaker
● Show What You Know
(pre-assessment)
● Check-Ins
● Self-Checks (multiple
choice)
● End of Unit Quizzes (can be
taken twice}
Metaliteracy Content
● Self-reflection Exercises
● Low (no)-stakes Exercises
& Worksheets
● Activities to Create
Content
● Putting it Together,
(Reflection Questions)

58. Module 2:
Who Are the
Experts?
Module 1:
Empowering
Yourself for the
Post-Truth
World
Module 3:
Can We Build
Trust Online?
Module 5:
Raising and
Sharing Our
Voices
Module 4:
False
Representations
in Constructed
Media
Module 6:
Reinventing a
Truthful World
Coursera Massive Open Online Course (MOOC)
Empowering Yourself in a Post-Truth World
Building Connected Communities of Trust*
*Mackey, T. P. (2020). Embedding Metaliteracy in the Design of a Post-Truth MOOC: Building Communities of
Trust. Communications in Information Literacy, 14 (2), 346–361. https://doi.org/10.15760/comminfolit.2020.14.2.9

59. Confirmation Bias Curation Site Metaliteracy Infographic
Fighting Fake News Prezi
Confirmation Bias
Assessment through
Final Digital Project and
Closing Discussion
● Produce a Digital Artifact
related to MOOC themes
● Complete a Peer Review
of participant projects
● Write a self-assessment in
response to the final
discussion questions

60. Metaliteracy Badges

61. Metaliteracy Self-Direction Badging Quest
Original Self-Direction
Badging Quest
Adapted to Educational Planning
Online Course
Google Sites
Moodle Course and Open Textbook

62. To meet a course’s needs (in this case, political science)
Indicates completion of 9 badge units
An idea easily adapted by other courses
Issued using Badgr
Metaliteracy Badge

63. How Might You Assess Student Learning
Using Metaliteracy-Inspired Activities?

64. Take 5 minutes, look over others’ responses and share your thoughts on the
Padlet
We’ll regroup in 5 minutes
https://padlet.com/tjacobson/AaL
https://padlet.com/tjacobson/AaL

65. Let’s see what’s on the Padlet
Add questions there or in the chat

66. New Metaliteracy book in 2021!
Trudi E. Jacobson, MLS, MA
Distinguished Librarian
University at Albany
SUNY
TJacobson@albany.edu
@PBKTrudi
Thomas P. Mackey, PhD
Professor
Empire State College
SUNY
Tom.Mackey@esc.edu
@TomMackey
Follow us on Metaliteracy.org
#metaliteracy
ALA Neal Schuman Publishing, 2021