1. In Practice
“Metaliteracy sounds great but how do I teach it?”
Trudi Jacobson, Tom Mackey, and Greg Bobish
3Ts Transliteracy, Technology, Teaching Conference
SUNY Empire State College
March 15, 2013
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3. “Participatory culture
shifts the focus of literacy
from one of individual
expression to community
involvement” (p. xiii).
Confronting the Challenges
of Participatory Culture
Media Education for the 21st Century
Henry Jenkins
2009
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4. “The new literacies almost
all involve social skills
developed through
collaboration and
networking.” (p. xiii).
Confronting the Challenges
of Participatory Culture
Media Education for the 21st Century
Henry Jenkins
2009
4
6. "Changing Course: Ten Years of Tracking Online Education in the United States”
• “Over 6.7 million students
were taking at least one
online course during the fall
2011 term, an increase of
570,000 students over the
previous year.”
http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
7. “Metaliteracy promotes critical
thinking and collaboration in a digital
age, providing a comprehensive
framework to effectively participate in
social media and online communities.”
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
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8. “It is a unified construct that supports
the acquisition, production, and
sharing of knowledge in collaborative
online communities.”
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
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9. “Information literacy is central to this
redefinition because information takes
many forms online and is produced and
communicated through multiple
modalities. ”
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
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10. “The ability to critically self-assess one’s
own competencies and to recognize the
need for integrated or expanded literacies
in today’s information environment is a
metaliteracy.”
Mackey and Jacobson (2013)
Metaliteracy for the Open Age of Social Media manuscript
Metaliteracy is Metacognitive 10
11. “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 (2013)
Metaliteracy for the Open Age of Social Media manuscript
Metaliteracy is Metacognitive 11
13. “Both metaliteracy and transliteracy
challenge traditional skills-based concepts
of information literacy by recognizing the
role of emerging technologies, suggesting
that information technology is a central
component of students’ learning.”
“Connectivism: Learning Theory and Pedagogical Practice
for Networked Information Landscapes”
Michelle Kathleen Dunaway
Reference Services Review Vol. 39 Iss: 4
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14. “Metaliteracy and transliteracy are
frameworks for understanding information
literacy that emphasize the importance of
communities, connections, information
networks, and information technologies;”
“Connectivism: Learning Theory and Pedagogical Practice
for Networked Information Landscapes”
Michelle Kathleen Dunaway
Reference Services Review Vol. 39 Iss: 4
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15. “Metaliteracy provides an integrated
and all inclusive core for engaging
with individuals and ideas in digital
information environments.” (Mackey
and Jacobson, Op. cit., p. 69)
-Toni Carbo, Ph.D.
“Consideration within the broader
Mediacy and Metaliteracy Framework”
A paper for UNESCO
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16. “This new paradigm, with its broader
perspective integrating the many
different forms of literacy, is one that
should be explored in much more
depth across cultures and nations.”
-Toni Carbo, Ph.D.
“Consideration within the broader
Mediacy and Metaliteracy Framework”
A paper for UNESCO
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18. ACRL Standard Definition (1989)
• Determine the extent of information needed
• Access the needed information effectively and
efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one’s knowledge
base
• Use information effectively to accomplish a specific
purpose
• Understand the economic, legal, and social issues
surrounding the use of information, and access and use
information ethically and legally
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
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20. Media and Information Literacy (MIL)
“Information and media literacy enables
people to interpret and make informed
judgments as users of information and
media, as well as to become skillful
creators and producers of information
and media messages in their own right.”
http://portal.unesco.org/ci/en/ev.php-URL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201.html
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22. 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
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
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23. Metaliteracy in Practice
• Produce Original Content in Multiple Media
Formats
• Understand Personal Privacy, Information
Ethics and Intellectual Property Issues
• Share Information in Participatory
Environments
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
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24. Metaliteracy Learning Goals
• Evaluate content, including dynamic content
(online content that changes and
evolves, such as article preprints, blogs, and
wikis), critically
• Understand personal privacy, information
ethics, and intellectual property issues in
changing technology environments
Developed as part of a SUNY Innovative Instruction Technology Grant (IITG) and
based on Mackey/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
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25. Metaliteracy Learning Goals
• Share information / collaborate in a variety
of participatory environments
• Demonstrate ability to connect learning and
research strategies with lifelong learning
processes and personal, academic, and
professional goals
Developed as part of a SUNY Innovative Instruction Technology Grant (IITG) and
based on Mackey/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
25
26. Metaliteracy Learning Objectives
Four domains are represented:
1. Behavioral
2. Cognitive
3. Affective
4. Metacognitive
Developed as part of a SUNY Innovative Instruction Technology Grant (IITG) and
based on Mackey/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
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28. UNL 205, Information Literacy
General Education Course
Meets 7 times, once per week for 7
weeks
29. Some things I’ve used in my course
that involve aspects of Metaliteracy
Blog assignments
Students respond weekly to a posting involving
some aspect of information ethics, access, or
technology.
They gain the experience of doing this in an open
environment, as anyone can see their
postings, and classmates can respond to one
another.
30.
31. Favorite Comment from 3D Printing
Blog Assignment
“Maybe if open access allowed our school to no
longer have to pay for subscriptions to academic
journals and such, we could afford this.”
32. Some things I’ve used in my course
that involve aspects of Metaliteracy
Platform for team projects, involves learning to
edit content, embed RSS or Twitter
feeds, videos, images, etc. in an online
environment.
They are creating a resource by searching
for, finding, and incorporating other resources.
35. A recent multi-part assignment
Now that you’ve had a chance to post a few blog comments and get a feel for that, take the
same content (more or less) and try expressing it in different contexts and examine what
this does to the way the message is received.
INDIVIDUALLY:
1. Choose what you feel is one of your best blog posts from the homework.
2. Copy the content from that blog post into Tagxedo (tagxedo.com), choose a
shape/colors/etc. Tweet the URL of the image using your team’s Twitter account.
3. Take the content from that blog post and condense it into a 140 character tweet, and
post the tweet to your team’s twitter account.
AS A TEAM:
Answer the question: What difference does it make to express the same information in
these three different ways: Blog post, Word Cloud (tagxedo), and Tweet?
37. • Understand Format Type and delivery
mode
– YouTube video; software application needed
to create video and social media video site
• Evaluate User Feedback as Active
Researcher
– Related to selecting software application and
format; evaluating other examples online
• Create a Context for User-generated
Information
– Developing the
narrative, storyboard, design, sequence of
ideas; comments by users online
• Evaluate Dynamic Content Critically
– Self-reflection on narrative and
project, decisions about software choices 37
38. • Produce Original Content in Multiple Media
Formats
– Student as producer of YouTube video
• Understand Personal Privacy, Information
Ethics and Intellectual Property Issues
– Decision about how and what to share;
privacy settings on YouTube video
• Share Information in Participatory
Environments
– Decision to share in open environment;
personal/public; link to other social spaces
(Facebook, Twitter, etc.)
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39. • Metacognitive
– Gain new insights about the process of
creating original information in these
environments
– Understand what one needs to know when
creating and sharing
– Recognize gaps in knowledge
– Seek new knowledge to adjust to challenging
situations
– Adapt to changing technologies
– Continuously Self-reflect
– Demonstrate empowerment through
interaction, communication, and presentation
– Reflect on production and participation
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41. Next MOOC for fall 2013:
#L4LLL
Literacies for Lifelong Learning
(a Metaliteracy MOOC)
42. Gregory Bobish
User Education/Reference Librarian
University Libraries
University at Albany, SUNY
Trudi E. Jacobson
Distinguished Librarian
Head of the Information Literacy Department
University Libraries
University at Albany, SUNY
Tom Mackey
Dean
Center for Distance Learning
Empire State College, SUNY
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Notes de l'éditeur
Need correct title, Greg’s info added here and on closing slide
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Trudi
TrudiCommittee now looking at radical revisions, the discussion will incorporate much of what we’ll be discussing today
