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TrudiThrilled to be doing a collaborative keynote, embodies our work, thank you for inviting usHope you will be as excitedRemind you about Twitter
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”;
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”
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
TomTo be metaliterate requires one to understand existing literacy strengths and areas for improvement, and to make decisions about one’s learning.
Tom: Need to be on this slide by 10:50
FT:The value of information does not correspond to its packaging or “wrapper”: for example, some blogs may provide the highest quality information, while others do notAlso mixes signals students may be receivingUser Feedback:just as information production and publication has been democratized, so too has critiquing information. No longer does one have to be an expert to be able to share one’s opinion widely. Plus constantly changingContext:information appears as discrete units, no longer tethered to once-recognizable cohesive entities, this issue has become increasingly obvious. Need to understand & contextualize the info,Eval Dynamic: fluidity info environment requires critical assessment abilities on a variety of fronts, from recognizing the value of less formal methods of communication, to understanding how to synthesize and reconcile conflicting information or viewpoints that may shift before one’s eyes, to determining how to separate opinion from fact. Not new, but more nuanced. And new layer: now possible for individuals to actively engage in conversations
TrudiOriginal: can now create and share—important to be able to do so effectively, using appropriate venues and formatsPrivacy, etc: importance has become magnified in today’s de-centered information environment. Thoughtful reflection is needed, but this only happens when people are aware of these issues and have gained the knowledge and critical thinking perspective to tackle such complex concernsShare: abillity to reach global audience brings responsibility differs greatly from the traditional situation of producing information for small, very localized group of readers. must understand: most appropriate ways share content,particularized nature of various venues, the rights issues, and the continuing responsibilities authorship on this scale entails.
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
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.
Trudi replace with our badge
Tom: 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.
Metaliteracy Presentation at Dartmouth College
Reimagining Information Literacy as aEmpowering Learners for Participation,Collaboration, and Reflection1Trudi Jacobson & Tom Mackey#metaliteracyNew England Library Instruction Group (NELIG) Libraries, Librarians & Literacies:Information Literacy in ContextJune 21, 2013, Dartmouth College
From: “MOOCs, Hype, and the Precarious State of Higher Ed:Futurist Bryan Alexander” by Howard Rheingold
42012 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.”http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf
5In 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)
6“Participatory cultureshifts the focus of literacyfrom one of individualexpression to communityinvolvement” (p. xiii).Confronting the Challengesof Participatory CultureMedia Education for the 21st CenturyHenry Jenkins2009
7“The new literacies almostall involve social skillsdeveloped throughcollaboration andnetworking.” (p. xiii).Confronting the Challengesof Participatory CultureMedia Education for the 21st CenturyHenry Jenkins2009
ACRL Standard Definition ofInformation Literacy (2000)• 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 legally9http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
10Figure by Roger LiperaMackey and Jacobson (2013)Metaliteracy in the Open Age ofSocial Media manuscript
• “promotes critical thinking and collaboration ina digital age.”• “comprehensive framework to effectivelyparticipate in social media and onlinecommunities”• “unified construct that supports the acquisition,production, and sharing of knowledge incollaborative online communities.”11Thomas 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
• “is more than descriptive; it identifies howlearners critically evaluate and understandtheir knowledge as individuals andparticipants in social learning environments. ”12Mackey and Jacobson (2013) Metaliteracy in the Open Age of Social Media manuscript
• “Information literacy is central to thisredefinition because information takes manyforms online and is produced andcommunicated through multiple modalities. ”13Thomas 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
15…denoting change, transformation,permutation, or substitution…meta
Metacognition16http://commons.wikimedia.org/wiki/File:The_Thinker,_Auguste_Rodin.jpg“cognition aboutcognition or thinkingabout one’s ownthinking…”Metacognition in Learning and Instruction:Theory, Research and Practice,Hope J. Hartman (2002)
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)17Sofonisba AnguissolaSelf-portrait at the Easel Paintinga Devotional Panel, 1556
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)18Judith LeysterSelf-portrait, 1630
20Understand 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. http://crl.acrl.org/content/72/1/62.full.pdf
21Produce Original Content in Multiple MediaFormatsUnderstand Personal Privacy, Information Ethicsand Intellectual 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. http://crl.acrl.org/content/72/1/62.full.pdf
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
24Metacognitive 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
SUNY Innovative InstructionTechnology Grant (IITG)25
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 tometaliteracy26
The Four Domains of MetaliteracyBehavioral CognitiveAffective MetacognitiveMeta28
Metaliteracy meets Info Literacy atUAlbanyNew major-based general education learning objectives2. “Demonstrate the ability to evaluate content,including dynamic, online content ifappropriate”4. “Produce, share, and evaluate information in avariety of participatory environments”5. “Integrate learning and research strategies withlifelong learning processes and personal,academic, and professional goals”29
Metaliteracy Badging SchemeInformation Producer/Community CollaboratorBadge examples• Contributor• Creator– Grow with the tools– Make it personal– Value collaboration• International Participant31
We welcome participation:• Comments/suggestions on the learningobjectives• Examples of metaliteracy in practiceassignments and exercises to share onMetaliteracy.org• Ideas on the badges and badge content (wecan provide more information)32
New MOOC for Fall 2013:Metaliteracy(a connectivist MOOC blended with an inter-institutional course)MOOC
35Trudi 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.http://www.flickr.com/photos/nullsets/8587487783/