Jacobson and Mackey: Metaliteracy Workshop

“Metaliteracy: Reinventing Information Literacy to Empower Learners”90-minute workshop

Wednesday, June 25, 2014, 2:30pm Eastern1

Trudi E. Jacobson Thomas P. Mackey

Welcome!

Today’s Webinar1. What is Metaliteracy?2. Trends in Social Media3. Learning Objectives4. Role in the Draft ACRL

Framework5. From Theory to Practice

Case Study 1: Gen Ed IL One Credit CourseCase Study 2: Digital Storytelling Online Course

6. Metaliteracy Resources2

WHAT IS METALITERACY?

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Metaliteracy: Reinventing Information Literacy to Empower Learners (Mackey and Jacobson, 2014).

“Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, participate, produce, and share)” (p. 1).

5Figure developed by Mackey, Jacobson, & Roger Lipera

Mackey and Jacobson (2014) Metaliteracy: Reinventing

Information Literacy toEmpower Learners


“Metaliteracy is not about introducing yet another literacy format, but rather reinventing an existing one, information literacy, the critical foundation literacy that informs many others while being flexible and adaptive enough to evolve and change over time” (p. 1-2).


“While literacy is focused on reading and writing, and information literacy has strongly emphasized search and retrieval, metaliteracy is about what happens beyond these abilities to promote the collaborative production and sharing of information” (p. 6).

The meta in metaliteracy

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“…denoting change, transformation, permutation, or substitution…”

“…a prefix to technical terms to denote software, data, etc., which operate at a higher level of abstraction.”

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Metacognition

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“cognition about cognition or thinking about one’s own thinking…”

http://commons.wikimedia.org/wiki/File:The_Thinker_Musee_Rodin.jpg

Metacognition in Learning and Instruction: Theory, Research and Practice, Hope J. Hartman (2002)



TRENDS IN SOCIAL MEDIA

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Social Media Update2013

• “73% of online adults now use social networking sites”

• “42% of online adults now use multiple social networking sites, but Facebook remains platform of choice.”

• “71% of online adults are now Facebook users, a slight increase from the 67% of online adults who used Facebook as of late 2012.”

http://www.pewinternet.org/Reports/2013/Social-Media-Update/Main-Findings.aspx



Creators and Curators

• Creators: “54% of adult internet users post original photos or videos online that they themselves have created.”

• Curators: “47% of adult internet users take photos or videos that they have found online and repost them on sites designed for sharing images with many people.”

http://www.pewinternet.org/Reports/2013/Photos-and-videos/Main-Findings.aspx

http://www.pewinternet.org/Reports/2013/Photos-and-videos/Main-Findings.aspx

Horizon Report 2014: Key Trends

• Growing ubiquity of Social Media (1-2 years)

• Integration of online, hybrid and collaborative learning (1-2 years)

• Rise of data driven learning assessment (3-5 years)

14http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf

http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf


Horizon Report 2014: Key Trends

• Shift from students as consumers to students as creators (3-5 years)

• Agile approaches to change (5+ years)

• Evolution of online learning (5+ years)




Horizon Report 2014: Challenges

• Digital fluency of faculty• Lack of rewards for

teaching• Competition from new

models of education• Scaling teaching

innovations• Expanding access• Keeping education

relevant




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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

https://opensuny.coursesites.com

https://opensuny.coursesites.com/

https://opensuny.coursesites.com/

http://opensuny.org/omp/index.php/SUNYOpenTextbooks



METALITERACY LEARNING OBJECTIVES

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21Figure developed by Mackey, Jacobson and Roger Lipera

Mackey and Jacobson (2014) Metaliteracy: Reinventing

Information Literacy toEmpower Learners

Metaliteracy Learning Objectives

Goal 1:Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis.

22http://metaliteracy.org/learning-objectives/

http://metaliteracy.org/learning-objectives/


Goal 1 Learning Objectives

Behavioral and Cognitive– Evaluate user response as an active researcher;

understand the differing natures of feedback mechanisms and context in traditional and social media platforms

– Place an information source in its context (for example, author’s purpose, format of information, and delivery mode) in order to ascertain the value of the material for that particular situation

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Goal 2:Understand personal privacy, information ethics, and intellectual property issues in changing technology environments





Goal 3:Share information and collaborate in a variety of participatory environments





Goal 3 Learning Objectives

Metacognitive and Cognitive

Demonstrate the ability to translate information presented in one manner to another in order to best meet the needs of particular audiences; Integrate information from multiple sources into coherent new forms

Affective and Behavioral

Effectively communicate personal and professional experiences to inform and assist others; and recognize that learners can also be teachers

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Goal 4:Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals





ROLE IN THE DRAFT ACRL IL FRAMEWORK

Definition, knowledge practices, dispositions

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Current Draft

• Elements of metaliteracy learning objectives integrated into knowledge practices/abilities and dispositions

• Draft new definition of IL incorporating elements from metaliteracy

• Metaliteracy is referenced in the new introduction, as well as in Setting the Context

New Definition (draft)

Information literacy is a repertoire of understandings, practices, and dispositions focused on flexible engagement with the information ecosystem, underpinned by critical self-reflection. The repertoire involves finding, evaluating, interpreting, managing, and using information to answer questions and develop new ones; and creating new knowledge through ethical participation in communities of learning, scholarship, and practice.

Sample Knowledge PracticesScholarship is a Conversation

Learners who are developing their information literate abilities:

• Contribute to scholarly conversation at an appropriate level (local online community, guided discussion, undergraduate research journal, conference presentation/poster session).

• Critically evaluate contributions made by others in participatory information environments.

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Question Break

• Have you applied elements of metaliteracy in your instruction?

• What challenges are raised by these changes?

• What are the rewards?

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FROM THEORY TO PRACTICETwo case studies

CASE STUDY 1: GEN ED IL COURSE(ONE CREDIT)

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UNL205x Learning ObjectivesStudents will be able to:

Core Metaliteracy Learning Objectives

Supporting Coursework in UNL205x

Provide a rationale for the idea that not all information is created equal

Evaluate User Feedback as Active Researcher, Create a Context for User-generated Information, Evaluate Dynamic Content Critically

Course readings, team application exercises, blog posts, individual assignments, online research guide creation

Distinguish the differing strengths of various types of information sources

Understand Format Type and Delivery Mode

Course readings, team application exercises, individual assignments, online research guide creation

Locate efficiently a range of appropriate information sources


Team application exercises, individual assignments, online research guide creation

Critique information sources considering appropriate evaluative elements

Evaluate User Feedback as Active Researcher, Create a Context for User-generated Information, Evaluate

Course readings, team application exercises, blog posts, individual assignments, online research guide creation

Create and share information appropriate to a purpose using web-based applications

Produce Original Content in Multiple Media Formats

Share Information in Participatory Environments

Individual web-based discovery and creation projects, team application exercises, online research guide creation

Analyze the importance of information-related topics in today’s world

Understand Personal Privacy, Information Ethics and Intellectual Property Issues

Assigned videos, blog postings, class discussions, online research guide creation

Table 6.1: Mapping Core Metaliteracy Learning Objectives for UNL205x

Aligning Learning Objectives

Course

Create and share using web

applications

ML

Produce original content in multiple

formats

Application

Individual contribution to

scholarly conversation

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Assignment

Use a Web-based social media tool such as Glogster, Voki, Go Animate, Timetoast, or another tool of your choice to enhance the information your team has found on its topic. This project is initially an individual project. Be creative yet informative in creating a new information source. Present something new, fill in gaps, comment, analyze. Do not rehash.

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Tools Created

• Videos• Lesson Plan (Fishtree)• Glogster Page• Word Cloud• Timeline• Survey • Concept Map

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Reflection on the Social Media Project (Metacognition)

What did the process of doing this assignment feel like? Was it empowering? Traumatizing? Interesting? Challenging? And will you do something like this again (or have you done it before?)

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SOCIAL MEDIA PROJECT REFLECTION

Completed on social media

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Course

Create and share using web

applications

ML

Share in participatory environments

Application

Team-based research guide

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Team Project from Fall 2012

Aligning with the Draft ACRL IL Framework

• Team assignment connected with the Scholarship is a Conversation frame

• Students provided with brief definition and the learning objectives

• Teams were asked to develop a lesson plan that would teach first year students about this concept

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Scholarship is Conversation Teaching Module (Team Slytherin)


Course

Distinguish differing strengths

of types of info sources

ML

Understand format type and delivery

mode

Application

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Exercise that didn’t quite work

• Find one text and one visual (infographic) information source on the increase of information available with the advent of the Internet

• You want to make sure that both are sources that have value. Jot down the criteria you used to determine their value. (There might be one list that applies to both, but you might also include criteria that only apply to text, or to the visualization).

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CASE STUDY 2: DIGITAL STORYTELLING (ONLINE)

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What is Digital Storytelling? “Digital stories are currently created using nearly every digital device in an ever-growing toolbox. They are experienced by a large population. Their creators are sometimes professionals, and also amateurs. They can be deeply personal, or posthumanly otherwise, fiction and nonfiction, brief or epic, wrought from a single medium or sprawling across dozens” (Alexander, 2011, p. 3).

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Digital Storytelling Learning Objectives


Coursework in Digital Storytelling

Students will learn about the theory and practice of digital storytelling across a range of media.


Course readings and online discussions, virtual field trips

Students will learn about different applications of digital storytelling that have emerged and how these applications can be adapted to their professional work as well as their personal lives and those of their clients.


Course readings and online discussions, virtual field trips, and the creation of original story projects

Students will learn about personal storytelling and how it can be implemented with digital media.

Understand Personal Privacy, Information Ethics and Intellectual Property Issues

Virtual field trips, and the creation of original story projects

Students will learn about effective digital design.


Course readings and online discussions, virtual field trips, and the creation of original story projects

Students will learn about new tools and frameworks for storytelling with digital media.

Produce Original Content in Multiple Media Formats, Share Information in Participatory Environments

Virtual field trips, and the creation of original story projects

Students will be able to critically assess digital storytelling projects that they encounter.

Evaluate User Feedback as Active Researcher, Create a Context for User-generated Information, Evaluate Dynamic Content Critically

Course readings and online discussions, virtual field trips, digital storytelling rubric, and the creation of original story projects

Table 7.1: Mapping the Metaliteracy Model to Digital Storytelling

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http://digitalstorytelling.coe.uh.edu

Sample Rubric: http://sites.fcps.org/trt/sites/default/files/SampleRubric.pdf

http://digitalstorytelling.coe.uh.edu/

http://digitalstorytelling.coe.uh.edu/

http://sites.fcps.org/trt/sites/default/files/SampleRubric.pdf

http://sites.fcps.org/trt/sites/default/files/SampleRubric.pdf

Metacognitive Questions

• What inspired you to tell this story? Why is it important?• Who was your intended audience? What emotions did

you intend to evoke (if any)?• What was your creative process during the activity?• What technical considerations helped or hindered the

project?• What did you find most challenging? What was the

highlight of the experience for you?• What did you learn that will assist you in developing

future digital stories?

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Nicola Allain, Digital Storytelling, SUNY Empire State College

METALITERACY OPEN EDUCATION RESOURCES (OERS)

MOOCS, Badging, Blog

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Massive Open Online Course (MOOC)

Connectivist MOOCs

Real world environmentOnline communitiesInteractive video conferencesIntegrating social mediaSynchronous and asynchronousLifelong learning or credit?

X-MOOCsCommon platformDefined ModulesHigh end videoOnline discussions“Business model”Learning analyticsAsynchronousProfessional certificates or credit?

http://metaliteracy.cdlprojects.com

MOOC

http://metaliteracy.cdlprojects.com/

MOOC Talk: Bryan Alexander and Nicola Allain

Metaliteracy MOOC http://metaliteracy.cdlprojects.com


MOOC Talk: Paul Prinsloo, UNISA, South Africa

Metaliteracy MOOC http://metaliteracy.cdlprojects.com


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Innovative InstructionTechnology Grant (IITG)

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“Designing Innovative Online Learning: Integrating a Coursera MOOC with Open SUNY Badging”

http://commons.suny.edu/iitg/designing-innovative-online-learning-integrating-a-coursera-mooc-with-open-suny-badging/

Our next project…






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Master Evaluator

Content Analysis

Search Queries

Info. Sources

Database Searching

Evaluation Points

Currency

Relevance

Authority

Accuracy

Purpose

Packaging & Sharing

Format

Mode

Perpectives & Responses

Author's Voice

Degrees of SeparationGiving Credit

Collab-orative Creation

Speaking OutInformed Consumer

Individual Creation

Peer Review

User Response

Master Evaluator Badge

FeedbackMechanisms

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http://metaliteracy.org

http://metaliteracy.org/

http://metaliteracy.org/

QUESTIONS?

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Trudi E. Jacobson, M.L.S., M.A.Distinguished LibrarianHead, Information Literacy Department University LibrariesUniversity at Albany, SUNY

Tom Mackey, Ph.D.DeanCenter for Distance LearningEmpire State College, SUNY

Education

Jacobson and Mackey: Metaliteracy Workshop