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  • 1. REIMAGINING INFORMATION LITERACY AS METALITERACY Vera Lux Bowling Green State University @thetruelightIN A CREDIT LIBRARY COURSE#metaliteracy

2. WHAT IS METALITERACY ? Conceptual framework developed by Tom Mackey and Trudi Jacobson Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. MOOC Learning Collaborative Forthcoming book 3. IN THE AGE OF SOCIAL MEDIA, WE ARE ALWAYS PUBLISHING AND RESEARCHINGJason Howie Some Rights Reserved 4. BLURRED LINES OF METALITERAC YTeacher ProducerLearner Consumer 5. THE METALITERATE LEARNER Four primary goals designed to support learning through four domains Behavioral Affective Cognitive Metacognitive Primarily reflective and conceptual rather than skillbased 6. CREDIT COURSES LIB 2250/LIB2210 3 credit hour/1 credit hour Entirely online Modern LMSCanvas Mobile-friendly 7. Some rights reserved by Dave HoffmanUnderstand personal privacy, information ethics, and intellectual property issues in changing technology 8. GOOGLE INTRODUCTIONS Students introduce each other (in pairs) to the class by what they can find out about the other person online. Placed in the context of online privacy Included instruction in basic searching techniques and critical thinking skills Strict guidelines about what should and should not be included Metacognitive 9. Doing this research is kind of like Hansel and Gretzel leaving breadcrumbs to follow and hope that they lead you some where. This was a very fun idea of getting to know each other.When I had typed her first and last name she is the only student at BGSU directory that came up. I was able to find out her middle name as well and with this I was able to find a picture on google images. Some rights reserved by Jarkko Laine 10. I am surprised that you could see so much from my Facebook, I have everything set to private. Its actually creepy that I can find this information out so quickly via Facebook without even being your friend! I wasnt aware of how public all of my information was. This was a wakeup call for how easy it is to find something and Im not sure if I like that. Some rights reserved by rpongsaj 11. Share information and collaborate in a variety of participatory environmentsSome rights reserved by SalFalko 12. DIGITAL LEARNING OBJECTS Students developed a digital learning object related to a course topic or their chosen research topic Content types included blogs, infographics, timelines, videos, presentations, and memes Reinforces course concepts Collaborative Essay encourages metacognition 13. Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals Find everything you need? If not, begin againEvaluate what you've foundWhat do you need to knowBasic Research ProcessFind the informationDetermine how to find the information 14. TWITTER AS A DATABASE Students develop advanced search techniques applicable to academic and non-academic information needs Timed to complement instruction on scholarly databases Familiar but transferable Does not require twitter account Reinforces discussion of online privacy 15. Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikisSome rights reserved by rcade 16. FINAL ASSIGNMENT Students work in groups of four to create new sources of varying content types (News article, blog, press release, encyclopedia entry, video appeal, etc. ) with a book and an scholarly article on a similar topic as a starting point. Examine scholarly and non-scholarly types of information Explore ideas of purpose and audience Deconstructs the information cycle 17. COURSEINTEGRATED SESSIONS AKA the one-shotPossible Approaches Team-based Learning (TBL) Flipped classroom Activities on types of information Consider necessary skills of the metaliterate individual in that discipline 18. Thank You! Contact me at or @thetruelight for follow-up information including copies of instructional materials.