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SOCHE Keynote Address 2013
1. 1
Trudi Jacobson & Tom Mackey
#metaliteracy
SOCHE Library Conference
Transitions in Learning: Preparing Engaged Students
for the E-Learning Environment
May 8, 2013
Reinventing Information Literacy as a
for E-Learning
2. What are Today’s Top Take-Aways?
• We’ll go over ours later in the presentation.
• In the meantime, please jot down yours as
the morning progresses.
2
8. “Over 6.7 million students
were taking at least one
online course during the
fall 2011 term, an increase
of 570,000 students over
the previous year.”
http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
"Changing Course: Ten Years of Tracking Online Education in the United States”
9. “Thirty-two percent of higher
education students now take at
least one course online.”
http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
"Changing Course: Ten Years of Tracking Online Education in the United States”
10. “Seventy-seven percent
of academic leaders rate
the learning outcomes in
online education as the
same or superior to those
in face-to-face classes.”
http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
"Changing Course: Ten Years of Tracking Online Education in the United States”
11. “Only 2.6 percent of higher
education institutions
currently have a MOOC
(Massive Open Online
Course), another 9.4
percent report MOOCs are
in the planning stages.”
http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
"Changing Course: Ten Years of Tracking Online Education in the United States”
12. 12
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)
13. 13
“Participatory culture
shifts the focus of literacy
from one of individual
expression to community
involvement” (p. xiii).
Confronting the Challenges
of Participatory Culture
Media Education for the 21st Century
Henry Jenkins
2009
14. 14
“The new literacies almost
all involve social skills
developed through
collaboration and
networking.” (p. xiii).
Confronting the Challenges
of Participatory Culture
Media Education for the 21st Century
Henry Jenkins
2009
17. 17
2012 Paris OER Declaration
“Bridge the digital divide by developing
adequate infrastructure, in particular,
affordable broadband connectivity,
widespread mobile technology and
reliable electrical power supply.”
“Improve media and information literacy
and encourage the development and use
of OER in open standard digital formats.”
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/
Events/Paris%20OER%20Declaration_01.pdf
19. 19
First MOOC in SUNY System
Dr. Betty Hurley Dasgupta and Carol Yeager
20. What is participatory learning?
• Active
• Interactive
• Networked
• Connected
• Collaborative
• Community
• Global
• Team-based
• Engaging
• Social
• Convergent
• Emergent
• Adaptable
• Evolving
• Transformative
• Multi-modal
• Shared
• Empowering
20
21. 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
21
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
23. TRANSLITERACY
“is concerned with mapping meaning
across different media and not with
developing particular literacies about
various media.”
23
http://crln.acrl.org/content/71/10/532.full
“Introducing transliteracy
What does it mean to academic libraries?”
Tom Ipri
College & Research Libraries
24. 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.”
24
http://crln.acrl.org/content/71/10/532.full
“Introducing transliteracy
What does it mean to academic libraries?”
Tom Ipri
College & Research Libraries
25. 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.”
25
“Transliteracy: Crossing Divides”
Sue Thomas, et. al. (2007)
First Monday
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2060/1908
26. Media and Information Literacy (MIL)
26
“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
28. 28
Figure by Roger Lipera
Mackey and Jacobson (2013)
Metaliteracy in the Open Age of
Social Media manuscript
29. “Metaliteracy promotes critical
thinking and collaboration in a digital
age, providing a comprehensive
framework to effectively participate in
social media and online communities.”
29
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
30. “It is a unified construct that supports
the acquisition, production, and
sharing of knowledge in collaborative
online communities.”
30
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
31. “Information literacy is central to this
redefinition because information takes
many forms online and is produced and
communicated through multiple
modalities. ”
31
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. Metaliteracy is Metacognitive
“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)
35
Sofonisba Anguissola
Self-portrait at the Easel Painting
a Devotional Panel, 1556
36. Metaliteracy is Metacognitive
“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
(manuscript)
36
Judith Leyster
Self-portrait, 1630
37. Metaliteracy is Metacognitive
“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)
37
Rembrandt
Self-portrait, 1660
40. “Metaliteracy is more than descriptive; it
identifies how learners critically evaluate
and understand their knowledge as
individuals and participants in social
learning environments. ”
40
Mackey and Jacobson (2013) Metaliteracy in the Open Age of Social Media manuscript
41. “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.”
41
Reference Services Review Vol. 39 Iss: 4
“Connectivism: Learning Theory and Pedagogical
Practice for Networked Information Landscapes”
Michelle Kathleen Dunaway
42. “Metaliteracy and transliteracy are
frameworks for understanding information
literacy that emphasize the importance of
communities, connections, information
networks, and information technologies”
42
Reference Services Review Vol. 39 Iss: 4
“Connectivism: Learning Theory and Pedagogical
Practice for Networked Information Landscapes”
Michelle Kathleen Dunaway
43. “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)
43
-Toni Carbo, Ph.D.
“Consideration within the broader Mediacy
and Metaliteracy Framework”
A paper for UNESCO
UNESCO: “Conceptual Relationship of Information Literacy
and Media Literacy in Knowledge Societies” (2013)
44. “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.”
44
-Toni Carbo, Ph.D.
“Consideration within the broader Mediacy
and Metaliteracy Framework”
A paper for UNESCO
UNESCO: “Conceptual Relationship of Information Literacy
and Media Literacy in Knowledge Societies” (2013)
47. 47
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
48. 48
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
49. 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
56. 56
Metacognitive Practice
– Understand the process of creating and
sharing information
– 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
59. Grant Goals
• Develop robust conversations between
librarians and faculty members
• Develop metaliteracy learning objectives
• Investigate a badge system for metaliteracy
competencies for SUNY students (and others,
we hope)
• Develop or provide access to OERs related to
metaliteracy
59
67. Individual Reflection
• Read over the “Developing
Metaliterate Learners” handout
• Spend 3 minutes thinking about
how you might design an activity
or an assignment to meet one of
the objectives
67
68. Sharing and Polishing (7 minutes)
• Group with several others with the
same counted-off number
• Share the ideas you each developed
• Select one to develop further
• Select a spokesperson
• Add to metaliteracy.org if time
68
71. Our Take-Away Items
• Today’s information environment demands a
range of abilities and propensities not fully
captured by, for example, the ACRL IL
Standards
• Online learning opportunities complement
critical metaliteracy competencies
• Students meet challenges in exciting and self-
empowering ways
71
72. New MOOC for Fall 2013:
#L4LLL
Literacies for Lifelong Learning
(a Metaliteracy MOOC)
73. 73
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/
TomSomething about how we will be breaking up the presentation with these little “commercials”
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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”;
Tom
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 Transliteracy.com
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
Tom
Tom
Ten minute break
Trudi
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 metaliteracy.org 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: http://mediapolitics.weebly.com/index.htmlHere 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.