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.
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.
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?
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.
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: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Metaliteracy 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.
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?
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.
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: 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.
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.
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.
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.
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.
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.
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
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 poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
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.
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.
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.
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.
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.
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.
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.
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.
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
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 poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
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.
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.
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.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital 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.
IT as a Utility Network+: Libraries of the Future - Sir Duncan Rice Library, ...Steve Brewer
This introduction was given by Steve Brewer. The event continued the series of workshops on the theme of Libraries of the Future with a focus on community engagement. We were very pleased to welcome participants to the Sir Duncan Rice Library at the University of Aberdeen. This new library describes itself as a 21st century space for learning and research having been opened less than two years ago. We welcome all those with an interest in the theme of Libraries of the Future and especially those concerned with outreach and community activities and related knwoledge management.
Keynote speakers:
Sarah Chapman from Aberdeen University Special Collections department
Simon Burnett from Robert Gordon University
The agenda for the two day event was as follows:
11:30 - 12:00 - registration
12:00 - 13:00 - welcome and introduction to the IT as a Utility Network+ (light buffet lunch available)
13:00 - 13:45 - talk: knowledge management for libraries + questions
13:45 - 14:15 - Community engagement - key issues?
14:15 - 15:00 - break out groups - discussion of community engagement key issues
15:00 - 15:20 - coffee break
15:20 - 15:50 -Report back from break out groups
15:50 - 16:50 - Discussion on emerging ideas
16:50 - 17:30 - Identification of possible follow on actions
Evening meal - Bauhaus
09:00 - 09:15 - welcome coffee and pastries
09:15 - 09:30 - Recap from day one
09:30 - 10:00 - talk: community engagement (from the Sir Duncan Rice Library library team)
10:00 - 11:00 - library tour
11:00 - 11:15 - coffee break
11:15 - 12:30 - community engagement - discussion
12:30 - 13:30 - working lunch - agreement on follow in actions and recommendations on community engagement.
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.
Block 3.1: Connectivities built by memory modalities.
Angeliki Tzouganatou (University of Hamburg, Germany):
Internet ecologies of open knowledge as future memory modalities.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
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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.
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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.
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Promoting Metaliteracy and Metacognition in Collaborative Teaching and Learning
1. Promoting Metaliteracy and Metacognition in
Collaborative Teaching and Learning
1
Trudi Jacobson and Tom Mackey
#metaliteracy
NOLA Information Literacy Collective
Friday, August 11, 2017
3:00pm Central Time (4PM EST)
Follow our Metaliteracy.org blogFollow our Metaliteracy.org blog
2. What we’ll talk about
• What is metaliteracy?
• Metaliteracy-related projects
– Digital badging system
– MOOCs
• Q & A
2
3. “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).
3
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
4. 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).
5. 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).
7. 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
8. Learner Roles
Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
9. ACRL Framework Introduction
“…this Framework draws significantly upon the
concept of metaliteracy, which offers a renewed
vision of information literacy as an overarching set
of abilities in which students are consumers and
creators of information who can participate
successfully in collaborative spaces.”
http://www.ala.org/acrl/standards/ilframework#introduction
9
10. ACRL Framework Introduction
“Metaliteracy demands behavioral, affective,
cognitive, and metacognitive engagement with
the information ecosystem. This Framework
depends on these core ideas of metaliteracy, with
special focus on metacognition, or critical self-
reflection, as crucial to becoming more self-
directed in that rapidly changing ecosystem.”
http://www.ala.org/acrl/standards/ilframework#introduction
10
12. 12
Evaluate content critically, including dynamic, online
content that changes and evolves, such as articles
preprints, blogs, and wikis
How can we learn to reject fake news in the
digital world?
“Digital literacy supports the effective use of
digital technologies, while metaliteracy
emphasizes how we think about things.
Metaliterate individuals learn to reflect on how
they process information based on their feelings
or beliefs.”
“How can we learn to reject fake news in the digital world?”
(Mackey & Jacobson, The Conversation, December 5, 2016)
13. 13
“How to Spot Fake News”
(Kiely and Robertson, November 18, 2016)
Assess content from different sources, including
dynamic content from social media, critically
14. 14
“Now you can fact-check Trump’s tweets — in the tweets themselves”
(The Washington Post, December 19, 2016)
Understand the differing natures of feedback
mechanisms and context in traditional and
social media platforms
15. Place an information source in its context
(for example, author’s purpose, format of
information, and delivery mode)
15“Journalism Stalwart Condemns ‘Flawed’ Wikipedia” (Journalism.co.uk, December 6, 2005)
16. Understand Personal Privacy, Information
Ethics and Intellectual Property Issues
16
https://en.wikipedia.org/wiki/File:Internet_dog.jpg
17. Value user-generated content and critically
evaluate contributions made by others: see self as
a producer as well as consumer of information
17
http://digitalstorytelling.coe.uh.edu/index.cfm?id=44&cid=44
18. Apply copyright and Creative Commons
licensing as appropriate to the creation of
original or repurposed information
18https://flic.kr/p/dp7BN7
19. Determine the value of formal and informal
information from various networked sources
(scholarly, user-generated, OERs, etc.)
19
https://textbooks.opensuny.org/category/available-now/
20. Share Information and Collaborate
in Participatory Environments
20
Image: magicatwork
“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)
23. ❖ 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
27. 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
28. Grant Project: Teaching Digital Citizenship with
Metaliteracy Badges
• Collaborative project: University at Albany & Empire State College
• Adapts Metaliteracy Badging System to produce a customized badge for
teacher education programs
• Includes a suite of resources for higher education faculty and K-12
educators interested in metaliteracy and digital badging
• Enhances students’ ability to participate successfully and responsibly as
digital citizens
• Foregrounds exciting disciplinary overlaps between literacy studies and
metaliteracy
IITG Project Page
29.
30. Digital Citizenship
• Create a discipline-specific Digital
Citizen badge for teachers in a graduate
education program.
• Critical area of knowledge, both K-12
and beyond
• International Society for Technology in
Education (ISTE) standards
• SUNY Task Force on Social Media
Responsibility
• No one’s responsibility to teach in some
depth
• Teaching graduate students who will
then teach at K-12 level a double
benefit
31. Digital Citizenship for Educators
• Customization Features
• Rubrics
• Templates
• Guides
• Pilot for future collaborations
35. 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
35
Editor's Notes
May want to de-emphasize projects, and add sub bullets as presentation shapes up
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).
Trudi start here
Trudi
Trudi
Tom
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 has been created by The Washington Post to fact-check posts made by DJT and to provide feedback indicating whether or not the information is actually true or false. While this is helpful we also need to build this kind of critical thinking into our own evaluation of information found online.
“…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
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
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.
Tiered structure: quest, challenges, etc.
Indication of mastery, important to us that badge is substantial, worth displaying
Each of the four master badges has its own constellation, which is essentially an illustrated curriculum map. We used the ML learning objectives to map out overall goals and break them down into measurable learning competencies and assessments. This created a hierarchy of learning activities - in which student are starting with more basic concepts and advancing through more complex, synthesizing activities - to ultimately earn the master badge. Earning a badge is an indication of in depth-engagement with the concepts. It was important to us that the master badges were substantial/worth displaying on a portfolio or resume.
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
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. Many of these IL Gen Ed courses.
Digital badges have been valuable for encouraging instructors to incpororate these concepts into their courses and hace 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
Each of the four master badges has its own constellation, which is essentially an illustrated curriculum map. We used the ML learning objectives to map out overall goals and break them down into measurable learning competencies and assessments. This created a hierarchy of learning activities - in which student are starting with more basic concepts and advancing through more complex, synthesizing activities.
Mainly implementing this system through UAlbany Libraries. Disciplinary faculty can assign badge activities in their courses, and review the work of their own students.
lower level achievements are internal to the system, serve as milestone indicators - master badge can be shared shared on digital portfolios and professional profiles such (LinkedIn)
Digital Literacy and Digital Citizenship are considered critical areas of knowledge - Frameworks such as the ISTE standards stress the importance of teaching safe and and ethical online practices, SUNY Chancellor initiated task force - focusing on responsible use of social media - definitely a common concern
But the responsibility for teaching these skillsets doesn’t necessarily fall on anyone in particular- so often students are not getting instruction in this area
Stephanie saw a need to teach her students who would then translate to their future classrooms
By incorporating the Digital Citizen badge into Graduate courses in Education programs: we aimed to certify that new teachers are conversant with these topics but also wanted them to consider how they would teach these concepts to their future students.
We planned to customize the Digital Citizen badge for educators
Goal: to use this as a pilot for other customized disciplinary uses of the system
Original approach was to create features such as rubrics and templates that would guide instructors through a similar customization process as they implemented the badges within their courses