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ACRL 2013 Metaliteracy

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ACRL 2013 Metaliteracy

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.

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.

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ACRL 2013 Metaliteracy

  1. 1. “What’s in a Name?: Information Literacy, Metaliteracy, or Transliteracy” Trudi E. Jacobson, M.L.S., M.A. Tom Mackey, Ph.D. Distinguished Librarian Dean University Libraries Center for Distance Learning University at Albany Empire State College SUNY SUNY #acrlname ACRL 2013 Imagine Innovate Inspire 1
  2. 2. Word cloud of “Reframing Information Literacy as a Metaliteracy” at Wordle.net. 2
  3. 3. In 1992 Henry Jenkins proposed “an alternative conception of fans as readers who appropriate popular texts and reread them in a fashion that serves different interests, as spectators who transform the experience of watching television into a rich and complex participatory culture” (p. 23). Textual Poachers: Television Fans & Participatory Culture By Henry Jenkins (1992) 3
  4. 4. “The New Media Literacies constitute the core cultural competencies and social skills that young people need in our new media landscape.” http://www.newmedialiteracies.org 4
  5. 5. Open Educational Resources (OERs) Create. Share. Reuse.
  6. 6. The Coursera Revolution 6
  7. 7. First MOOC in SUNY System Dr. Betty Hurley Dasgupta and Carol Yeager 7
  8. 8. What is participatory learning? • Active • Social • Interactive • Convergent • Networked • Emergent • Connected • Adaptable • Collaborative • Evolving • Community • Transformative • Global • Multi-modal 8
  9. 9. ACRL Standard Definition of Information Literacy (1989) • Determine the extent of information needed • Access the needed information effectively and efficiently • Evaluate information and its sources critically • Incorporate selected information into one’s knowledge base • Use information effectively to accomplish a specific purpose • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm 9
  10. 10. http://www.ala.org/acrl/standards/visualliteracy 10
  11. 11. TRANSLITERACY “is concerned with mapping meaning across different media and not with developing particular literacies about various media.” “Introducing transliteracy What does it mean to academic libraries?” Tom Ipri College & Research Libraries http://crln.acrl.org/content/71/10/532.full 11
  12. 12. TRANSLITERACY “It is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction among all these literacies.” “Introducing transliteracy What does it mean to academic libraries?” Tom Ipri College & Research Libraries http://crln.acrl.org/content/71/10/532.full 12
  13. 13. TRANSLITERACY “is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.” “Transliteracy: Crossing Divides” Sue Thomas, et. al. (2007) First Monday http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2060/1908 13
  14. 14. Media and Information Literacy (MIL) “Information and media literacy enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right.” http://portal.unesco.org/ci/en/ev.php-URL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201.html 14
  15. 15. 15
  16. 16. Mackey and Jacobson (2013) Metaliteracy in the Open Age of Social Media manuscript Figure by Roger Lipera 16
  17. 17. “Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and 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 17
  18. 18. “It is a unified construct that supports the acquisition, production, and sharing of 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 18
  19. 19. “Information literacy is central to this redefinition because information takes many forms online and is produced and communicated through multiple modalities. ” 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 19
  20. 20. “The ability to critically self- assess one’s own competencies and to recognize the need for integrated or expanded literacies in today’s information environment is a metaliteracy.” Mackey and Jacobson (2013) Metaliteracy in the Open Age of Social Media (manuscript) Sofonisba Anguissola Self-portrait at the Easel Painting a Devotional Panel, 1556 Metaliteracy is Metacognitive 20
  21. 21. “This metacognitive approach challenges a reliance on skills-based information literacy instruction only and shifts the focus to knowledge acquisition in collaboration with others.” Mackey and Jacobson (2013) Metaliteracy in the Open Age of Social Media Judith Leyster (manuscript) Self-portrait, 1630 Metaliteracy is Metacognitive 21
  22. 22. “This requires a high level of critical thinking and analysis about how we develop our self- conception of information literacy as reflective learners in open and social media environments.” Mackey and Jacobson (2013) Metaliteracy in the Open Age of Social Media (manuscript) Rembrandt Self-portrait, 1660 Metaliteracy is Metacognitive 22
  23. 23. “Both metaliteracy and transliteracy challenge traditional skills-based concepts of information literacy by recognizing the role of emerging technologies, suggesting that information technology is a central component of students’ learning.” “Connectivism: Learning Theory and Pedagogical Practice for Networked Information Landscapes” Michelle Kathleen Dunaway Reference Services Review Vol. 39 Iss: 4 23
  24. 24. “Metaliteracy and transliteracy are frameworks for understanding information literacy that emphasize the importance of communities, connections, information networks, and information technologies” “Connectivism: Learning Theory and Pedagogical Practice for Networked Information Landscapes” Michelle Kathleen Dunaway Reference Services Review Vol. 39 Iss: 4 24
  25. 25. UNESCO: “Conceptual Relationship of Information Literacy and Media Literacy in Knowledge Societies” (2013) “Metaliteracy provides an integrated and all inclusive core for engaging with individuals and ideas in digital information environments.” (Mackey and Jacobson, Op. cit., p. 69) -Toni Carbo, Ph.D. “Consideration within the broader Mediacy and Metaliteracy Framework” A paper for UNESCO 25
  26. 26. UNESCO: “Conceptual Relationship of Information Literacy and Media Literacy in Knowledge Societies” (2013) “This new paradigm, with its broader perspective integrating the many different forms of literacy, is one that should be explored in much more depth across cultures and nations.” -Toni Carbo, Ph.D. “Consideration within the broader Mediacy and Metaliteracy Framework” A paper for UNESCO 26
  27. 27. Survey Instrument • Survey Monkey • 26 Questions • Likert scale • Some open-ended comments • Library and Information Science faculty and librarians (listservs, LinkedIn groups, colleagues) • 85.5% librarians • 551 started survey • 361 completed survey (65.5%) 27
  28. 28. Literacy frameworks familiar with N=413 28
  29. 29. Literacy frameworks related to information literacy N=419 29
  30. 30. Preparation for teaching new technologies or IL concepts Very unprepared Unprepared Neither prepared nor unprepared Well prepared Very well prepared 0 50 100 150 200 N=368 30
  31. 31. Lack of knowledge or skills hinder teaching new components? No Yes 0 50 100 150 200 250 N=360 31
  32. 32. Required technologies as part of information literacy instruction N=251 32
  33. 33. Most important change last 2-4 years? Increased Increased Incorporated student centered emphasis on social media activities critical analysis Shifted to online Augmented teaching assessment 33
  34. 34. Metaliteracy in Practice TEACHING STUDENTS 34
  35. 35. Understand Format Type and Delivery Mode Evaluate User Feedback as Active Researcher Create a Context for User-generated Information Evaluate Dynamic Content Critically 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 35
  36. 36. Produce Original Content in Multiple Media Formats Understand Personal Privacy, Information Ethics and Intellectual Property Issues Share Information in Participatory Environments 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 36
  37. 37. Active Metaliterate Engagement Basic IL Course: • Migration of individual paper-based research guide to team-based guide using website • Creation of information: “what information would you have liked to find but didn’t?” • Data visualization/visual literacy component • Learn the technology on their own, as a team • Sense of pride and accomplishment • New skills, altered sense of participation
  38. 38. Team Project from Fall 2012
  39. 39. “Kindness Inspires Kindness in the Capital Region” Anita Brown Student Blog http://anitabrown35.wordpress.com/2013/03/ 39
  40. 40. Metacognitive Practice – Gain insights about the process of creating original information – Understand what one needs to know when creating and sharing – Recognize gaps in knowledge – Seek new knowledge to adjust to challenging situations – Adapt to changing technologies – Continuously self-reflect – Demonstrate empowerment through interaction, communication, and presentation – Reflect on production and participation 40
  41. 41. Innovative Instruction Technology Grants (IITG) 41
  42. 42. SOSIUS Collaborative Space 42
  43. 43. Trans-Metaliteracy Learning Collaborative 43
  44. 44. http://youtu.be/KKDC5INkE6E 44
  45. 45. http://metaliteracy.org/ 45
  46. 46. Individual Reflection • Spend 2 minutes thinking about how you might design an activity or an assignment to meet one of the objectives 46
  47. 47. Sharing and Polishing • Group with several people near you • Share the ideas you each developed • Select one to develop further • Select a spokesperson • Add to metaliteracy.org if time 47
  48. 48. SHARING YOUR IDEAS 48
  49. 49. QUESTIONS? 49
  50. 50. New MOOC for Fall 2013: #L4LLL Literacies for Lifelong Learning (a Metaliteracy MOOC)
  51. 51. Trudi E. Jacobson, M.L.S., M.A. Distinguished Librarian Head, Information Literacy Department University Libraries University at Albany, SUNY Tom Mackey, Ph.D. Dean Center for Distance Learning Empire State College, SUNY Visual representation of “Reframing Information Literacy as a Metaliteracy” from the null_sets site at the University of Tennessee. http://www.flickr.com/photos/nullsets/8587487783/ 51

Editor's Notes

  • ----- Meeting Notes (4/1/13 16:55) -----Tom
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  • TomThis is our visual model to explain Metaliteracy (pause)We see this as a flexible, circular model that builds on information literacy with new technologies and competencies (pause)Metaliteracy expands information literacy to include the ability to produce, share, and collaborate in open learning and social media environments (pause)Metaliteracy also includes a central focus on metacognition, or the ability to think about one’s thinking.Today’s learner moves through these spheres from any direction rather than a traditional linear manner
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  • TomTo be metaliterate requires one to understand existing literacy strengths and areas for improvement, and to make decisions about one’s learning.
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  • TomTransliteracy and metaliteracy have been compared in the literature (pause)In this article Michelle Dunaway argues that both frameworks move beyond traditional skills-based instruction (pause)And that emerging technologies are central to both concepts of literacy (pause)We agree with this point
  • TomDunaway also says that both frameworks focus on the importance of communities, connections, and networks (pause)She compares this to the theory of “connectivism” by George Siemens (pause)Siemens argues that we learn by making connections in networks
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  • Trudi[What I say here will depend on the time available, I will try to at least mention the first two lines below]In the information literacy course that I teach, I try to incorporate the metaliteracy learning objectives in a number of ways (pause)Students, working in teams, create their own information sources, research guides, using a website that they have to learn how to create (pause)Not only do they create the website, which provides citations for and critical annotations of resources on a topic, they each have to create their own information source using a web application (pause)This source is supposed to fill in gaps in the information that they have found, and might take the form of a short movie, or a timeline about their topic, or a Prezi presentation (pause)In this source they have created, they often address the issue of visual literacy, and how that information has a different impact than traditional text
  • TrudiHere is the landing page of one team’s website. This team of 5 students created this entire resource. I should mention that this course is only 14 hours long, and the students do all the work on the website in class (pause)Greg will put the URL in the chat window in case you would like to explore it. http://mediapolitics.weebly.com/index.html
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  • Tom: 10 minutes, or amount of time left minus 5-10 minutes for questions
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  • TomThis year Empire State College offered two Massive Open Online Courses or MOOCs (pause)Next fall we will offer a new MOOC on the topic of Literacies for Lifelong Learning (pause)This will be a Metaliteracy MOOC that explores many of today’s emerging literacy frameworks (pause)Our MOOC will be free and open to everyone. We invite you to attend our MOOC next year.

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