Published on June 14, 2014
Crossing the Threshold: Envisioning Information Literacy through the Lens of Metaliteracy 1 Trudi Jacobson & Tom Mackey #metaliteracy Our New Frontier: Metaliteracy, Threshold Concepts, New Standards, and Other Wild Ideas Friday, June 13, 2014 9:10am-10:40am Manchester Community College Manchester, Connecticut
We’ll speak about… • Metaliteracy (but of course!) – Badging • The IL Framework for Higher Education draft • Local Implementation 2
Produce Collaborate Participate Share Metacognition 3 Key Elements of Metaliteracy
4 Metacognition in Learning and Instruction: Theory, Research and Practice, Hope J. Hartman (2002) “cognition about cognition or thinking about one’s own thinking…” Metacognition
5 Figure developed by Mackey, Jacobson, & Roger Lipera Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
• “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
Metaliteracy: Reinventing Information Literacy to Empower Learners (Mackey and Jacobson, 2014). “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). “While literacy is focused on reading and writing, and information literacy has strongly emphasized search and retrieval, metaliteracy is about what happens beyond these abilities to promote the collaborative production and sharing of information” (p. 6).
Metaliteracy: Advancing Learning After Literacy (Jacobson and Mackey, 2014): http://www.okanagan.bc.ca/Assets/Departments+(Administration)/ILT/ILT+Newsletter+(5$!2c1).pdf “Students rarely see themselves as producers of information, only as consumers, even though they may be very creative with emerging technologies outside of school” (p. 3).
“In many cases, they have only produced papers meant solely for the eyes of their instructors. Writing for a broader audience, and working in collaboration with others, requires a new set of abilities” (p. 3). Metaliteracy: Advancing Learning After Literacy (Jacobson and Mackey, 2014): http://www.okanagan.bc.ca/Assets/Departments+(Administration)/ILT/ILT+Newsletter+(5$!2c1).pdf
“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)
12 Figure developed by Mackey, Jacobson and Roger Lipera Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
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” (p. 2). Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners 13 Judith Leyster Self-portrait, 1630
MOOC Talk: Bryan Alexander and Nicola Allain Metaliteracy MOOC http://metaliteracy.cdlprojects.com
MOOC Talk: Sue Thomas and Michele Forte Metaliteracy MOOC http://metaliteracy.cdlprojects.com
MOOC Talk: Paul Prinsloo, UNISA, South Africa Metaliteracy MOOC http://metaliteracy.cdlprojects.com
• 554 registered participants • 454 received newsletters • 118 registered blogs • 72 blog posts • Students from 3 Information Literacy Courses at the University at Albany • 1 Graduate Student at Empire State College MOOC
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 Network 18 http://reflectionsandcontemplations.wordpress.com/2012/08/23/ what-is-a-mooc-what-are-the-different-types-of-mooc-xmoocs-and-cmoocs/
Intent Reality 20 Designed for student engagement and connectivity, the thoughts of others serve as critical mechanism for learning Unfamiliar model, emphasizes self-directed choices, no set path; students severely flounder
Intent Reality 21 Collaboration between students from both institutions Lack of undergraduate enrollment for credit
Intent Reality 22 Active student engagement during synchronous MOOC Talks Submitted questions ahead of time and watched asynchronously (after original session)
METALITERACY AND BADGING 23
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 24 http://commons.wikimedia.org/wiki/File:Scout_Badge_Poncho.jpg
Metaliteracy Learning Objectives Goal 1: Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis. 25 http://metaliteracy.org/learning-objectives/
Goal 2: Understand personal privacy, information ethics, and intellectual property issues in changing technology environments 26 http://metaliteracy.org/learning-objectives/ Metaliteracy Learning Objectives
Goal 3: Share information and collaborate in a variety of participatory environments 27 http://metaliteracy.org/learning-objectives/ Metaliteracy Learning Objectives
Goal 4: Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals 28 http://metaliteracy.org/learning-objectives/ Metaliteracy Learning Objectives
29 Master Evaluator Content Analysis Search Queries Info. Sources Database Searching Evaluation Points Currency Relevance Authority Accuracy Purpose Packaging & Sharing Format Mode Perpectives & Responses Author's Voice Degrees of Separation Giving Credit Collab- orative Creation Speaking Out Informed Consumer Individual Creation Peer Review User Response Master Evaluator Badge Feedback Mechanisms
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 31
Major Elements of the Framework • New brief Introduction • How to Use the Framework • 6 Frames (Threshold Concept Units) • Further Readings & Glossary • Setting the Context • Introduction for Faculty and Administrators • Online Space (Sandbox) for Continuing Discussion and Ideas
Major Elements of the Framework • New definition of information literacy, informed by metaliteracy • Six Frames, each containing: • Threshold Concept with descriptions • Knowledge Practices/Abilities • Dispositions • Assignments (to be placed in online space or sandbox once the Framework is approved)
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) 36
37 Why Threshold Concepts? “The Task Force chose to use threshold concepts as an approach to frame deeper thinking about the role of information literacy in the curriculum, and to move the focus of practice from skills to development of knowledge about the role of information in students’ fields of study and in society.“
38 “Threshold concepts reflect the perspective of experts in our profession on the most important concepts in our field, and also provide a developmental trajectory for assisting our students in moving from novice to experts in using and understanding information in a wide variety of contexts.” Why Threshold Concepts?
39 Threshold Concepts Transformative Integrative Irreversible Bounded Troublesome (Hofer, Townsend, and Brunetti, 2012, 387-88), quoting Meyer and Land
IL Threshold Concepts (Six Frames) 40 Scholarship is a Conversation Research is Inquiry Authority is Constructed and Contextual Format as a Process Searching as Exploration Information has Value The concepts were identified through an ongoing Delphi study being conducted by L. Townsend, A. R. Hofer, S. Lu, and K. Brunetti
SUPPORTING STRUCTURE: METALITERACY
First Framework Draft • Metaliteracy section in the introduction was too brief • Metaliteracy learning objectives included with each threshold concept: caused confusion
Upcoming Draft • Elements of metaliteracy learning objectives integrated into knowledge practices/abilities and dispositions (in 2nd release for those 2 threshold concepts) • Draft new definition of IL incorporating elements from metaliteracy • Metaliteracy is referenced in the new introduction, as well as in Setting the Context
New Definition (draft) • Information literacy is a repertoire of understandings, practices, and dispositions focused on flexible engagement with the information ecosystem, underpinned by critical self-reflection. The repertoire involves finding, evaluating, interpreting, managing, and using information to answer questions and develop new ones; and creating new knowledge through ethical participation in communities of learning, scholarship, and practice.
AGAINST ALL ODDS… Local Implementation 45
Upper level IL requirement in the major Department responsibility New learning objectives New conversations 46 General Education Competency Requirements
New Metaliteracy inspired learning objectives at UAlbany 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” 47
Upper level IL requirement in the major Threshold concept badging within disciplines? 48 System-wide implementation?
49 Innovative Instruction Technology Grant (IITG) + “Designing Innovative Online Learning: Integrating a Coursera MOOC with Open SUNY Badging” http://commons.suny.edu/iitg/designing-innovative-online-learning- integrating-a-coursera-mooc-with-open-suny-badging/ Our next project…
Metaliteracy means that YOU can be a Rock Star! 51
ALA Editions Workshop • Metaliteracy: Reinventing Information Literacy to Empower Learners • A 90-minute workshop, Wednesday, June 25, 2014, 2:30pm Eastern 52
53 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
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