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From Information Literacy to Transliteracy: Preparing our Students for Open Learning
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From Information Literacy to Transliteracy: Preparing our Students for Open Learning

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Presentation for the Empire State College 2011 CDL Conference

Presentation for the Empire State College 2011 CDL Conference

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From Information Literacy to Transliteracy: Preparing our Students for Open Learning From Information Literacy to Transliteracy: Preparing our Students for Open Learning Presentation Transcript

  • From Information Literacy to Transliteracy
    Preparing our Students for Open Learning
    Kim Balko, Dana Longley and Thomas Mackey
  • A Greater Cause?
    Excerpt from ESC Core Values:
    “sustain life-long curiosity and critical inquiry”
    “the key to a democratic society is the ability of the population to access and handle information effectively and efficiently.”
    - William Badke
    Badke, W. (2010). Foundations of Information Literacy: Learning From Paul Zurkowski. Online, 34(1), 48-50. Retrieved from Academic Search Complete database.
  • The Need
    87% of students may be “information illiterate” 1
    Primary student sources: textbooks and Google2
    Students “miss opportunities that college education provides for exploration, discovery, and deep learning.” 3
    Foster, A. (2006). Students Fall Short on 'Information Literacy,' Educational Testing Service's Study Finds. Chronicle of Higher Education, 53(10), A36. Retrieved from Academic Search Complete database: http://bit.ly/cnxwEx
    A. Head and M. Eisenberg, "Lessons Learned: How College Students Seek Information in the Digital Age," Project Information Literacy Progress Report, Information School, Univ. of Washington, Dec 1, 2009.
    Sharon A. Weiner, “Information Literacy: A Neglected Core Competency,” EDUCAUSE Quarterly, 33(1), 2010.
  • Thoughts?
    What information skills should a successful student (and citizen) possess?
    Are students given enough opportunities (and motivation) to acquire these skills?
  • ESC GEAR Data
    Data source: Empire State College Fact Book, Eighth Edition 2008-09, p. 96
  • Objective: get students from here
    To here:
  • Emerging Literacy Frameworks
    7
  • T R A N S L I T E R A C Y
    8
  • Transliteracy Research Group
    “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.”
    9
    http://nlabnetworks.typepad.com/transliteracy/
  • “Research in the Technological, Social, and Cultural Practices of Online Reading”
    • Established 2005
    • Interdisciplinary research team in humanities, social sciences, and engineering
    • University of California, Santa Barbara
    10
    http://transliteracies.english.ucsb.edu/category/research-project
  • Transliterate
    “to write or print a letter or word using the closest corresponding letters of a different alphabet or language.”
    11
    http://crln.acrl.org/content/71/10/532.full
  • Transliteracy
    “mapping meaning across different media and not with developing particular literacies about various media.”
    12
    http://crln.acrl.org/content/71/10/532.full
  • 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.”
    13
    http://crln.acrl.org/content/71/10/532.full
  • Share
    Social Media
    Determine
    INFORMATION
    LITERACY
    Produce
    Access
    Evaluate
    Use
    M E T A L I T E R C Y
    Social Media
    Social Media
    Understand
    Social Media
    Incorporate
    14
  • Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a Metaliteracy Coll. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
    15
  • 16
  • Metaliteracy
    “promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. ”
    17
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a Metaliteracy Coll. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • Metaliteracy
    “Information literacy is central to this redefinition because information takes many forms online and is produced and communicated through multiple modalities. ”
    18
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a Metaliteracy Coll. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • Metaliteracy in Practice
    Understand Format Type and Delivery Mode
    Evaluate User Feedback as Active Researcher
    Create a Context for User-generated Information
    Evaluate Dynamic Content Critically
    19
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a Metaliteracy Coll. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • Metaliteracy in Practice
    Produce Original Content in Multiple Media Formats
    Understand Personal Privacy, Information Ethics and Intellectual Property Issues
    Share Information in Participatory Environments
    20
    Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a Metaliteracy Coll. res. libr. January 2011 72:62-78 http://crl.acrl.org/content/72/1/62.abstract
  • Nursing Research Course
    • Integrated approach to information literacy.
    • Social Bookmarking Tool-Diigo
    • Assignment: Find, read and bookmark 15 peer reviewed articles over a 3 module period (6 weeks).
  • Reason for Assignment
    • Working on beginning components of a research paper.
    • Produce drafts throughout course.
    • Final paper presented during last week.
  • Why Use Diigo?
    • Conducting online research
    • Incorporate citations in APA
    • Annotated bibliographies
    • Share references with peers
    • Create an online repository
  • Positive Uses
    • Can make groups private
    • Instructor can give feedback to students on quality of articles
    • Free technology
  • Another Example:
    @Home Library Workshops
    Methods:
    • Active (hands-on)
    • Multimodal (audio, text, visual)
    Needed (or next)?:
    • Assignment- or course-integration
    • Small group exercises