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Changing Models, Changing Emphases: The Evolution of Information Literacy
1. Changing Models, Changing Emphases:
The Evolution of Information Literacy
1
Trudi Jacobson & Tom Mackey
#metaliteracy
Into the Next Generation:
The Future of Information Literacy
DePaul University Library and Moraine Valley Community College Library
Friday, April 25, 2014 8:30am-3:30pm
5. 5
Figure developed by Mackey, Jacobson, & Roger Lipera
Mackey and Jacobson (2014)
Metaliteracy: Reinventing
Information Literacy to
Empower Learners
6. • “promotes critical thinking and collaboration in
a digital age (p. 62).”
• “comprehensive framework to effectively
participate in social media and online
communities (p. 62)”
• “unified construct that supports the acquisition,
production, and sharing of knowledge in
collaborative online communities (p. 62).”
6
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
7. “Metaliteracy empowers
learners to participate in
interactive information
environments, equipped
with the ability to
continuously reflect,
change, and contribute
as critical thinkers
(p. 86).”
(Jacobson and Mackey, Proposing
a Metaliteracy Model to Redefine
Information Literacy, 2013)
8. “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).”
Metaliteracy: Reinventing Information Literacy to Empower Learners
(Mackey and Jacobson, 2014).
9. Metaliteracy: Advancing Learning After Literacy (Jacobson and Mackey, 2014):
http://www.okanagan.bc.ca/Assets/Departments+(Administration)/ILT/ILT+Newsletter+(5$!2c1).pdf
“Metaliteracy promotes a very different teaching
and learning dynamic that needs to be present in
the teaching of both groups. (p. 3).”
10. Metaliteracy: Advancing Learning After Literacy (Jacobson and Mackey, 2014):
http://www.okanagan.bc.ca/Assets/Departments+(Administration)/ILT/ILT+Newsletter+(5$!2c1).pdf
“Students rarely see themselves as producers of
information, only as consumers, even though they
may be very creative with emerging technologies
outside of school. (p. 3).”
11. Metaliteracy: Advancing Learning After Literacy (Jacobson and Mackey, 2014):
http://www.okanagan.bc.ca/Assets/Departments+(Administration)/ILT/ILT+Newsletter+(5$!2c1).pdf
“In many cases, they have only produced papers
meant solely for the eyes of their instructors.
Writing for a broader audience, and working in
collaboration with others, requires a new set of
abilities. (p. 3).”
13. 13
Figure developed by Mackey, Jacobson and Roger Lipera
Mackey and Jacobson (2014)
Metaliteracy: Reinventing
Information Literacy to
Empower Learners
14. 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 (2014)
Metaliteracy: Reinventing Information Literacy to
Empower Learners
14
Judith Leyster
Self-portrait, 1630
15. Massive Open Online Courses
cMOOC:
“cMOOCs are discursive
communities creating knowledge
together.”
• “Connectivism and
Connectivist Knowledge
(George Siemens and Stephen
Downes)
• Creativity & Multicultural
Communication
• Metaliteracy MOOC
xMOOC
“Whilst they include discussion
forums…the centre of the course
is the instructor-guided lesson.
Each student’s
journey/trajectory through the
course is linear and based on the
absorption and understanding of
fixed competencies.”
• EdX
• Coursera
• Canvas
15
http://reflectionsandcontemplations.wordpress.com/2012/08/23/
what-is-a-mooc-what-are-the-different-types-of-mooc-xmoocs-and-cmoocs/
18. Conundrum
Intent
• MOOC designed for student
engagement and
connectivity with the
thoughts of others as a
critical mechanism for
learning
Reality
• Students unused to this
model, which emphasizes
self-directed choices that do
not follow a set path; they
severely flounder
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20. Badging
• Same idea as Scout badges
• Competency-based learning
• Elements of gaming (quests,
challenges)
• Designated badges are
shareable (LinkedIn, online
portfolios or resumes)
• Associated metadata
indicates issuing
organization, describes
knowledge or skills gained
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http://commons.wikimedia.org/wiki/File:Scout_Badge_Poncho.jpg
21. Metaliteracy Learning Objectives
Goal 1:
Evaluate content critically,
including dynamic, online
content that changes and
evolves, such as article
preprints, blogs, and wikis.
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http://metaliteracy.org/learning-objectives/
22. Goal 2:
Understand personal
privacy, information
ethics, and intellectual
property issues in
changing technology
environments
22
http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
23. Goal 3:
Share information and
collaborate in a variety of
participatory environments
23
http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
24. Goal 4:
Demonstrate ability to
connect learning and
research strategies with
lifelong learning processes
and personal, academic,
and professional goals
24
http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
28. Preliminary Observations
Students
• Student engagement
• Quality of submitted work
• Interest in earning badge
– “something unusual to discuss with interviewers”
Faculty
• Evident interest
• Willingness to take the time to review
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30. Threshold Concepts
Hofer, Townsend, and Brunetti describe threshold
concepts and their criteria, as based on the work of Jan
Meyer and Ray Land:
…Threshold concepts are the core ideas and processes in any
discipline that define the discipline, but that are so
ingrained that they often go unspoken or unrecognized by
practitioner. They are the central concepts that we want
our students to understand and put into practice, that
encourage them to think and act like practitioners
themselves. (Hofer, Townsend, and Brunetti, 2012, 387-
88)
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33. Draft ACRL Framework: Threshold
Concept Units
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Threshold Concepts
Knowledge Practices
Dispositions
Self-Assessments
Assignments &
Assessments
•Integration into
Curriculum
•Abilities
•Affective
•Habits of Mind
•Assists with
metacognition
•Formative and
summative
34. Sample Threshold Concepts
• Scholarship is a Conversation
• Research is a Process of Inquiry
• Authority Is Contextual And Constructed
(based on Delphi study conducted by Townsend, Hofer, Lu, and Brunetti)
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35. AUTHORITY IS CONTEXTUAL AND
CONSTRUCTED
Authority of information resources depends
upon their origins, the information need, and
the context in which those information
resources were created and will be used.
36. Dispositions
Are motivated to find authoritative sources, recognizing
that authority may be manifested in unexpected ways
Knowledge Practices (Abilities)
Recognize that authoritative content may be packaged
formally or informally, and may include dynamic user-
generated information.
Self-Assessments
Challenge themselves to find sources whose authority may
be conferred in different ways.
37. Possible Assessments or Assignments:
• Provide students with two different
information types (with two different goals)
on the same topic by the same unnamed
authoritative creator/author (for example,
scholarly article and blog post). Use this as a
discussion starter with students about
context in relationship to authority. Reveal
authorship later in discussion (might lead to
lesson on information need and locating
sources). (Lower level; one shot
friendly) [Overlaps with threshold concept:
Format as Process]
39. Opportunities/Challenges in the
Disciplines
• Librarians can’t do it all
• Faculty conceptions of information literacy
• Incorporating goal of metaliterate students
• Interest aroused by threshold concepts
• Potential role for badging
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40. Lower level IL requirement for all incoming students
Upper level IL requirement in the major
Department responsibility
New learning objectives
New conversations
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General Education Competency Requirements
41. Metaliteracy joins Info Literacy at
UAlbany
New major-based general education learning objectives
2. “Demonstrate the ability to evaluate content,
including dynamic, online content if
appropriate”
4. “Produce, share, and evaluate information in a
variety of participatory environments”
5. “Integrate learning and research strategies with
lifelong learning processes and personal,
academic, and professional goals”
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42. General Education
Lower level
Upper level IL
requirement in the major
Badging
More extensive use of
badging
Threshold concept
badging within
disciplines?
42
45. 45
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