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

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

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