SOCHE Keynote Address 2013


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  • TomSomething about how we will be breaking up the presentation with these little “commercials”
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  • Tom----- Meeting Notes (4/1/13 16:55) -----Tom
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  • From 2012 Paris OER Declaration: Emphasizing that the term Open Educational Resources (OER) was coined at UNESCO’s 2002 Forum on Open Courseware and designates “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work”;
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  • TrudiAsk for terms they think define participatory learning, while only question appears on slide.Tom has been talking about online learning, including MOOCs. This would be considered a form of participatory learning. This slide gives characteristics of this type of learning, and you will note that Web 2.0 is responsible for a number of these items. Participatory learning has become an important mechanism for increasing information literacy related competencies, while at the same time, being a responsible, engaged not just participant but creator, provides evidence of these competencies.
  • TrudiI am sure you are familiar with the ACRL IL Standards. Given their date of conception, it is not surprising that many of the key Web 2.0-related components we will be talking about this afternoon are not included. Indeed, an ACRL task force, which I am co-chairing, has been formed to update the standards (and I quote in part from the charge) “to reflect current thinking on such things as the creation and dissemination of knowledge and the changing global higher education and learning environment”
  • TrudiThese standards for Visual Literacy are newer, and reflect an increased awareness that information takes many forms. Indeed, let’s talk about that in more depth…
  • TrudiTransliteracy is focused on these various media, and being able to understand and use an information source regardless of what format it takes. Transliteracy includes the gamut of media forms, starting with basic writing. Transliteracy did not evolve from within the library community, hence the connection being made by Ipri in this C & RL article.
  • TrudiWhiletransliteracy includes the interaction between literacies, the focus is still on the various literacies.
  • TrudiSue Thomas, who was the keynote speaker in March at the Transliteracy, Technology, and Teaching conference in Saratoga Springs NY, leads the Transliteracy Research Group. It was a fascinating presentation that explained the origins of transliteracy, which began outside of academia. If you are interested, the slideshow is available at
  • TrudiUNESCO is particularly active in regard to education connected to information. They use “Media and Information Literacy,” taking a very broad approach to these self- and community-empowering abilities. I encourage you to take a look at the UNESCO pages connected with MIL—the range of initiatives all around the world is very interesting and eye-opening, such as important symposia and conferences and publications that are rarely heard about in this country
  • TrudiUNESCO’s MIL diagram is extremely attractive, but it was more to show the wide range of literacies the shelter under the MIL umbrella. FOE and FOI, in case you are wondering, stand for freedom of expression and freedom of information
  • 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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  • What would you think if this were the caliber of assignments we received? (or something along these lines) I think this would be a very powerful way to start off the presentation
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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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  • Ten minute break
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  • TrudiFirst, let me show these 2 slides that outline the learning objectives Tom and I identified in our 2011 C & RL article. I apologize for reading, but will do it anyway!
  • TrudiIn the article, we provided a variety of examples of how these learning objectives might be used when teaching. We are very interested in hearing about other class activities or assignments, and would like to collect them on the website.
  • TrudiThe information literacy course I am going to briefly describe has both in-person and online sections. I teach only in-person ones, though there is a great deal of overlap with what is happening in the oniinesecitons.In this course, I try to incorporate the metaliteracy learning objectives in a number of waysStudents, working in teams, create their own information sources, research guides, using a website. Let me add that most haven’t actually ever created a website. I don’t teach them how to do it, either. They learn together.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 applicationThis 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 presentationIn this source they have created, they often address the issue of visual literacy, and how that information has a different impact than traditional text. They often question their abilities and knowledge, not feeling they are qualified to add to the conversation about the topic, but end up feeling rather empowered and proud.
  • TrudiWill show full site here: 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 classGo through what they put together here
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  • TrudiWe want to be very open about what we are trying to accomplish -- not only do we need to report back to SUNY, our funding source, but we also would like to catch the interest of educators everywhere who might be interested in engaging with metaliteracy in some way We felt that a YouTube video had the potential to engage more people than a written report
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  • TrudiDescribe genesis, connection to 7 items in the article. Our notion of metaliteracy has been developing. We appreciate the feedback we receive after we have spoken about it, and hope you might be interested in commenting on the site, or contacting one of us if you would like to be more involved.
  • TrudiAsk them to count off by 4s and select an objective from within that goal section
  • TrudiDesignate spots in the room for groups to congregate
  • Tom: 10 minutes, or amount of time left minus 5-10 minutes for questions
  • Need more!
  • 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.
  • SOCHE Keynote Address 2013

    1. 1. 1Trudi Jacobson & Tom Mackey#metaliteracySOCHE Library Conference
Transitions in Learning: Preparing Engaged Studentsfor the E-Learning EnvironmentMay 8, 2013Reinventing Information Literacy as afor E-Learning
    2. 2. What are Today’s Top Take-Aways?• We’ll go over ours later in the presentation.• In the meantime, please jot down yours asthe morning progresses.2
    3. 3. 3Digital Storytelling ProjectBy Francesca
    4. 4. 4Is it really just Google man?
    5. 5. Setting the Context5
    6. 6. 6Word cloud of “Reframing Information Literacy as a Metaliteracy” at
    7. 7. Trends in Open and Online Learning7
    8. 8. “Over 6.7 million studentswere taking at least oneonline course during thefall 2011 term, an increaseof 570,000 students overthe previous year.”"Changing Course: Ten Years of Tracking Online Education in the United States”
    9. 9. “Thirty-two percent of highereducation students now take atleast one course online.”"Changing Course: Ten Years of Tracking Online Education in the United States”
    10. 10. “Seventy-seven percentof academic leaders ratethe learning outcomes inonline education as thesame or superior to thosein face-to-face classes.”"Changing Course: Ten Years of Tracking Online Education in the United States”
    11. 11. “Only 2.6 percent of highereducation institutionscurrently have a MOOC(Massive Open OnlineCourse), another 9.4percent report MOOCs arein the planning stages.”"Changing Course: Ten Years of Tracking Online Education in the United States”
    12. 12. 12In 1992 Henry Jenkins proposed “an alternativeconception of fans as readers who appropriatepopular texts and reread them in a fashion thatserves different interests, as spectators whotransform the experience of watching television into arich and complex participatory culture” (p. 23).Textual Poachers: Television Fans & Participatory CultureBy Henry Jenkins (1992)
    13. 13. 13“Participatory cultureshifts the focus of literacyfrom one of individualexpression to communityinvolvement” (p. xiii).Confronting the Challengesof Participatory CultureMedia Education for the 21st CenturyHenry Jenkins2009
    14. 14. 14“The new literacies almostall involve social skillsdeveloped throughcollaboration andnetworking.” (p. xiii).Confronting the Challengesof Participatory CultureMedia Education for the 21st CenturyHenry Jenkins2009
    15. 15. Participation means thatYOUcan be a Rock Star!15
    16. 16. Horizon Report 20131. MOOCs (1)2. Tablet computing (1)3. Games/gamification (2-3)4. Learning Analytics (2-3)5. 3D Printing (4-5)6. Wearable technology (4-5)16
    17. 17. 172012 Paris OER Declaration“Bridge the digital divide by developingadequate infrastructure, in particular,affordable broadband connectivity,widespread mobile technology andreliable electrical power supply.”“Improve media and information literacyand encourage the development and useof OER in open standard digital formats.”
    18. 18. 18Open Educational Resources (OERs)Create. Share. Reuse.
    19. 19. 19First MOOC in SUNY SystemDr. Betty Hurley Dasgupta and Carol Yeager
    20. 20. What is participatory learning?• Active• Interactive• Networked• Connected• Collaborative• Community• Global• Team-based• Engaging• Social• Convergent• Emergent• Adaptable• Evolving• Transformative• Multi-modal• Shared• Empowering20
    21. 21. ACRL Standard Definition ofInformation Literacy (1989)• Determine the extent of information needed• Access the needed information effectively andefficiently• Evaluate information and its sources critically• Incorporate selected information into one’s knowledgebase• Use information effectively to accomplish a specificpurpose• Understand the economic, legal, and social issuessurrounding the use of information, and access and useinformation ethically and legally21
    22. 22. 22
    23. 23. TRANSLITERACY“is concerned with mapping meaningacross different media and not withdeveloping particular literacies aboutvarious media.”23“Introducing transliteracyWhat does it mean to academic libraries?”Tom IpriCollege & Research Libraries
    24. 24. TRANSLITERACY“It is not about learning text literacy andvisual literacy and digital literacy inisolation from one another but about theinteraction among all these literacies.”24“Introducing transliteracyWhat does it mean to academic libraries?”Tom IpriCollege & Research Libraries
    25. 25. TRANSLITERACY“is the ability to read, write and interactacross a range of platforms, tools andmedia from signing and orality throughhandwriting, print, TV, radio and film, todigital social networks.”25“Transliteracy: Crossing Divides”Sue Thomas, et. al. (2007)First Monday
    26. 26. Media and Information Literacy (MIL)26“Information and media literacy enablespeople to interpret and make informedjudgments as users of information andmedia, as well as to become skillfulcreators and producers of informationand media messages in their own right.”
    27. 27. 27
    28. 28. 28Figure by Roger LiperaMackey and Jacobson (2013)Metaliteracy in the Open Age ofSocial Media manuscript
    29. 29. “Metaliteracy promotes criticalthinking and collaboration in a digitalage, providing a comprehensiveframework to effectively participate insocial media and online communities.”29Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as aMetaliteracy” College & Research Libraries. January 2011 72:62-78.
    30. 30. “It is a unified construct that supportsthe acquisition, production, andsharing of knowledge in collaborativeonline communities.”30Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as aMetaliteracy” College & Research Libraries. January 2011 72:62-78.
    31. 31. “Information literacy is central to thisredefinition because information takesmany forms online and is produced andcommunicated through multiplemodalities. ”31Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as aMetaliteracy” College & Research Libraries. January 2011 72:62-78.
    32. 32. The meta in metaliteracy32
    33. 33. 33…denoting change, transformation,permutation, or substitution…meta
    34. 34. Metacognition34,_Auguste_Rodin.jpg“cognition aboutcognition or thinkingabout one’s ownthinking…”Metacognition in Learning and Instruction:Theory, Research and Practice,Hope J. Hartman (2002)
    35. 35. Metaliteracy is Metacognitive“The ability to critically self-assess one’s owncompetencies and torecognize the need forintegrated or expandedliteracies in today’sinformation environment isa metaliteracy.”Mackey and Jacobson (2013)Metaliteracy in the Open Age of Social Media(manuscript)35Sofonisba AnguissolaSelf-portrait at the Easel Paintinga Devotional Panel, 1556
    36. 36. Metaliteracy is Metacognitive“This metacognitiveapproach challenges areliance on skills-basedinformation literacyinstruction only and shiftsthe focus to knowledgeacquisition in collaborationwith others.”Mackey and Jacobson (2013)Metaliteracy in the Open Age of Social Media(manuscript)36Judith LeysterSelf-portrait, 1630
    37. 37. Metaliteracy is Metacognitive“This requires a high level ofcritical thinking and analysisabout how we develop our self-conception of informationliteracy as reflective learners inopen and social mediaenvironments.”Mackey and Jacobson (2013)Metaliteracy in the Open Age of Social Media(manuscript)37RembrandtSelf-portrait, 1660
    38. 38. Reflective Learningwith New Media38
    39. 39. 39Digital Storytelling(artifact project)
    40. 40. “Metaliteracy is more than descriptive; itidentifies how learners critically evaluateand understand their knowledge asindividuals and participants in sociallearning environments. ”40Mackey and Jacobson (2013) Metaliteracy in the Open Age of Social Media manuscript
    41. 41. “Both metaliteracy and transliteracychallenge traditional skills-based conceptsof information literacy by recognizing therole of emerging technologies, suggestingthat information technology is a centralcomponent of students’ learning.”41Reference Services Review Vol. 39 Iss: 4“Connectivism: Learning Theory and PedagogicalPractice for Networked Information Landscapes”Michelle Kathleen Dunaway
    42. 42. “Metaliteracy and transliteracy areframeworks for understanding informationliteracy that emphasize the importance ofcommunities, connections, informationnetworks, and information technologies”42Reference Services Review Vol. 39 Iss: 4“Connectivism: Learning Theory and PedagogicalPractice for Networked Information Landscapes”Michelle Kathleen Dunaway
    43. 43. “Metaliteracy provides anintegrated and all inclusive corefor engaging with individualsand ideas in digital informationenvironments.” (Mackey andJacobson, Op. cit., p. 69)43-Toni Carbo, Ph.D.“Consideration within the broader Mediacyand Metaliteracy Framework”A paper for UNESCOUNESCO: “Conceptual Relationship of Information Literacyand Media Literacy in Knowledge Societies” (2013)
    44. 44. “This new paradigm, with itsbroader perspective integratingthe many different forms ofliteracy, is one that should beexplored in much more depthacross cultures and nations.”44-Toni Carbo, Ph.D.“Consideration within the broader Mediacyand Metaliteracy Framework”A paper for UNESCOUNESCO: “Conceptual Relationship of Information Literacyand Media Literacy in Knowledge Societies” (2013)
    45. 45. Morning break!45
    46. 46. Metaliteracy In Practice46
    47. 47. 47Understand Format Type and Delivery ModeEvaluate User Feedback as Active ResearcherCreate a Context for User-generated InformationEvaluate Dynamic Content CriticallyThomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a Metaliteracy” College &Research Libraries. January 2011 72:62-78.
    48. 48. 48Produce Original Content in Multiple Media FormatsUnderstand Personal Privacy, Information Ethics andIntellectual Property IssuesShare Information in Participatory EnvironmentsThomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a Metaliteracy” College &Research Libraries. January 2011 72:62-78.
    49. 49. Active Metaliterate EngagementBasic IL Course:• Migration of individual paper-based research guide toteam-based guide using website• Creation of information: “what information would youhave 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
    50. 50. Team Project from Fall 2012
    51. 51. 51Censorship in China
    52. 52. Dippity Flipbook Project52
    53. 53. Slideshows with text,image, video, andmusicCollaborativewikisCollaborative wordcloudsCollaborativestory andresearch
    54. 54. 54http://digitalstorytelling.coe.uh.eduSample Rubric:
    55. 55. 55“Kindness Inspires Kindness in the Capital Region”Anita BrownStudent Blog
    56. 56. 56Metacognitive Practice– Understand the process of creating andsharing information– Recognize gaps in knowledge– Seek new knowledge to adjust tochallenging situations– Adapt to changing technologies– Continuously self-reflect– Demonstrate empowerment throughinteraction, communication, andpresentation– Reflect on production and participation
    57. 57. SUNY Innovative InstructionTechnology Grant (IITG)57
    58. 58. 58Innovative Instruction Technology Grants (IITG)
    59. 59. Grant Goals• Develop robust conversations betweenlibrarians and faculty members• Develop metaliteracy learning objectives• Investigate a badge system for metaliteracycompetencies for SUNY students (and others,we hope)• Develop or provide access to OERs related tometaliteracy59
    60. 60. 60SOSIUS Collaborative Space
    61. 61. 61Trans-Metaliteracy Learning Collaborative
    62. 62. 62
    63. 63. 63DEMO
    64. 64. 64Metaliteracy Badging Scheme
    65. 65. The Four Domains of MetaliteracyBehavioral CognitiveAffective MetacognitiveMeta65
    66. 66. 66
    67. 67. Individual Reflection• Read over the “DevelopingMetaliterate Learners” handout• Spend 3 minutes thinking abouthow you might design an activityor an assignment to meet one ofthe objectives67
    68. 68. Sharing and Polishing (7 minutes)• Group with several others with thesame counted-off number• Share the ideas you each developed• Select one to develop further• Select a spokesperson• Add to if time68
    69. 69. SHARING YOUR IDEAS69
    70. 70. Your Top Take-Aways70
    71. 71. Our Take-Away Items• Today’s information environment demands arange of abilities and propensities not fullycaptured by, for example, the ACRL ILStandards• Online learning opportunities complementcritical metaliteracy competencies• Students meet challenges in exciting and self-empowering ways71
    72. 72. New MOOC for Fall 2013:#L4LLLLiteracies for Lifelong Learning(a Metaliteracy MOOC)
    73. 73. 73Trudi E. Jacobson, M.L.S., M.A.Distinguished LibrarianHead, Information Literacy DepartmentUniversity LibrariesUniversity at Albany, SUNYTom Mackey, Ph.D.DeanCenter for Distance LearningEmpire State College, SUNYVisual representation of “Reframing Information Literacy as a Metaliteracy”from the null_sets site at the University of Tennessee.
    74. 74. 11:15 - 11:45amModerated Q & A74