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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
- 3. 3 Digital Storytelling Project By Francesca Rizzo Fran@francescarizzo.com
- 4. 4 Is it really just Google man?
- 6. 6 Word cloud of “Reframing Information Literacy as a Metaliteracy” at Wordle.net.
- 7. Trends in Open and Online Learning 7
- 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
- 15. Participation means that YOU can be a Rock Star! 15
- 16. Horizon Report 2013 1. 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 http://www.nmc.org/pdf/2013- horizon-report-HE.pdf
- 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
- 18. 18 Open Educational Resources (OERs) Create. Share. Reuse.
- 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
- 27. 27
- 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
- 32. The meta in metaliteracy 32
- 33. 33 …denoting change, transformation, permutation, or substitution… meta
- 34. Metacognition 34 http://commons.wikimedia.org/wiki/File:The _Thinker,_Auguste_Rodin.jpg “cognition about cognition or thinking about one’s own thinking…” Metacognition in Learning and Instruction: Theory, Research and Practice, Hope J. Hartman (2002)
- 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
- 38. Reflective Learning with New Media 38
- 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
- 50. Team Project from Fall 2012
- 53. Slideshows with text, image, video, and music Collaborative wikis Collaborative word clouds Collaborative story and research
- 55. 55 http://anitabrown35.wordpress.com/2013/03/ “Kindness Inspires Kindness in the Capital Region” Anita Brown Student Blog
- 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
- 57. SUNY Innovative Instruction Technology Grant (IITG) 57
- 58. 58 Innovative Instruction Technology Grants (IITG)
- 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
- 63. 63 DEMO
- 65. The Four Domains of Metaliteracy Behavioral Cognitive Affective Metacognitive Meta 65
- 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/
- 74. 11:15 - 11:45am Moderated Q & A 74
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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 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
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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 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.