jacobson and mackey: metaliteracy workshop
Post on 01-Sep-2014
610 Views
Preview:
DESCRIPTION
TRANSCRIPT
“Metaliteracy: Reinventing Information Literacy to Empower Learners”90-minute workshop
Wednesday, June 25, 2014, 2:30pm Eastern1
Trudi E. Jacobson Thomas P. Mackey
Welcome!
Today’s Webinar1. What is Metaliteracy?2. Trends in Social Media3. Learning Objectives4. Role in the Draft ACRL
Framework5. From Theory to Practice
Case Study 1: Gen Ed IL One Credit CourseCase Study 2: Digital Storytelling Online Course
6. Metaliteracy Resources2
WHAT IS METALITERACY?
3
Metaliteracy: Reinventing Information Literacy to Empower Learners (Mackey and Jacobson, 2014).
“Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, participate, produce, and share)” (p. 1).
5Figure developed by Mackey, Jacobson, & Roger Lipera
Mackey and Jacobson (2014) Metaliteracy: Reinventing
Information Literacy toEmpower Learners
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).
The meta in metaliteracy
8
“…denoting change, transformation, permutation, or substitution…”
“…a prefix to technical terms to denote software, data, etc., which operate at a higher level of abstraction.”
9
Metacognition
10
“cognition about cognition or thinking about one’s own thinking…”
http://commons.wikimedia.org/wiki/File:The_Thinker_Musee_Rodin.jpg
Metacognition in Learning and Instruction: Theory, Research and Practice, Hope J. Hartman (2002)
TRENDS IN SOCIAL MEDIA
11
Social Media Update2013
• “73% of online adults now use social networking sites”
• “42% of online adults now use multiple social networking sites, but Facebook remains platform of choice.”
• “71% of online adults are now Facebook users, a slight increase from the 67% of online adults who used Facebook as of late 2012.”
http://www.pewinternet.org/Reports/2013/Social-Media-Update/Main-Findings.aspx
Creators and Curators
• Creators: “54% of adult internet users post original photos or videos online that they themselves have created.”
• Curators: “47% of adult internet users take photos or videos that they have found online and repost them on sites designed for sharing images with many people.”
http://www.pewinternet.org/Reports/2013/Photos-and-videos/Main-Findings.aspx
Horizon Report 2014: Key Trends
• Growing ubiquity of Social Media (1-2 years)
• Integration of online, hybrid and collaborative learning (1-2 years)
• Rise of data driven learning assessment (3-5 years)
14http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf
Horizon Report 2014: Key Trends
• Shift from students as consumers to students as creators (3-5 years)
• Agile approaches to change (5+ years)
• Evolution of online learning (5+ years)
15http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf
Horizon Report 2014: Challenges
• Digital fluency of faculty• Lack of rewards for
teaching• Competition from new
models of education• Scaling teaching
innovations• Expanding access• Keeping education
relevant
16http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf
17
2012 Paris OER Declaration
“Bridge the digital divide by developing adequate infrastructure, in particular, affordable broadband connectivity, widespread mobile technology and reliable electrical power supply.”
“Improve media and information literacy and encourage the development and use of OER in open standard digital formats.”
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf
https://opensuny.coursesites.com
http://opensuny.org/omp/index.php/SUNYOpenTextbooks
METALITERACY LEARNING OBJECTIVES
20
21Figure developed by Mackey, Jacobson and Roger Lipera
Mackey and Jacobson (2014) Metaliteracy: Reinventing
Information Literacy toEmpower Learners
Metaliteracy Learning Objectives
Goal 1:Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis.
22http://metaliteracy.org/learning-objectives/
Goal 1 Learning Objectives
Behavioral and Cognitive– Evaluate user response as an active researcher;
understand the differing natures of feedback mechanisms and context in traditional and social media platforms
– Place an information source in its context (for example, author’s purpose, format of information, and delivery mode) in order to ascertain the value of the material for that particular situation
23
Goal 2:Understand personal privacy, information ethics, and intellectual property issues in changing technology environments
24http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
Goal 3:Share information and collaborate in a variety of participatory environments
25http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
Goal 3 Learning Objectives
Metacognitive and Cognitive
Demonstrate the ability to translate information presented in one manner to another in order to best meet the needs of particular audiences; Integrate information from multiple sources into coherent new forms
Affective and Behavioral
Effectively communicate personal and professional experiences to inform and assist others; and recognize that learners can also be teachers
26
Goal 4:Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals
27http://metaliteracy.org/learning-objectives/
Metaliteracy Learning Objectives
ROLE IN THE DRAFT ACRL IL FRAMEWORK
Definition, knowledge practices, dispositions
28
Current Draft
• Elements of metaliteracy learning objectives integrated into knowledge practices/abilities and dispositions
• 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.
Sample Knowledge PracticesScholarship is a Conversation
Learners who are developing their information literate abilities:
• Contribute to scholarly conversation at an appropriate level (local online community, guided discussion, undergraduate research journal, conference presentation/poster session).
• Critically evaluate contributions made by others in participatory information environments.
31
Question Break
• Have you applied elements of metaliteracy in your instruction?
• What challenges are raised by these changes?
• What are the rewards?
32
FROM THEORY TO PRACTICETwo case studies
CASE STUDY 1: GEN ED IL COURSE(ONE CREDIT)
34
35
UNL205x Learning ObjectivesStudents will be able to:
Core Metaliteracy Learning Objectives
Supporting Coursework in UNL205x
Provide a rationale for the idea that not all information is created equal
Evaluate User Feedback as Active Researcher, Create a Context for User-generated Information, Evaluate Dynamic Content Critically
Course readings, team application exercises, blog posts, individual assignments, online research guide creation
Distinguish the differing strengths of various types of information sources
Understand Format Type and Delivery Mode
Course readings, team application exercises, individual assignments, online research guide creation
Locate efficiently a range of appropriate information sources
Understand Format Type and Delivery Mode
Team application exercises, individual assignments, online research guide creation
Critique information sources considering appropriate evaluative elements
Evaluate User Feedback as Active Researcher, Create a Context for User-generated Information, Evaluate
Course readings, team application exercises, blog posts, individual assignments, online research guide creation
Create and share information appropriate to a purpose using web-based applications
Produce Original Content in Multiple Media Formats
Share Information in Participatory Environments
Individual web-based discovery and creation projects, team application exercises, online research guide creation
Analyze the importance of information-related topics in today’s world
Understand Personal Privacy, Information Ethics and Intellectual Property Issues
Assigned videos, blog postings, class discussions, online research guide creation
Table 6.1: Mapping Core Metaliteracy Learning Objectives for UNL205x
Aligning Learning Objectives
Course
Create and share using web
applications
ML
Produce original content in multiple
formats
Application
Individual contribution to
scholarly conversation
36
Assignment
Use a Web-based social media tool such as Glogster, Voki, Go Animate, Timetoast, or another tool of your choice to enhance the information your team has found on its topic. This project is initially an individual project. Be creative yet informative in creating a new information source. Present something new, fill in gaps, comment, analyze. Do not rehash.
37
Tools Created
• Videos• Lesson Plan (Fishtree)• Glogster Page• Word Cloud• Timeline• Survey • Concept Map
38
Reflection on the Social Media Project (Metacognition)
What did the process of doing this assignment feel like? Was it empowering? Traumatizing? Interesting? Challenging? And will you do something like this again (or have you done it before?)
39
SOCIAL MEDIA PROJECT REFLECTION
Completed on social media
40
Aligning Learning Objectives
Course
Create and share using web
applications
ML
Share in participatory environments
Application
Team-based research guide
41
Team Project from Fall 2012
Aligning with the Draft ACRL IL Framework
• Team assignment connected with the Scholarship is a Conversation frame
• Students provided with brief definition and the learning objectives
• Teams were asked to develop a lesson plan that would teach first year students about this concept
43
Scholarship is Conversation Teaching Module (Team Slytherin)
Aligning Learning Objectives
Course
Distinguish differing strengths
of types of info sources
ML
Understand format type and delivery
mode
Application
45
Exercise that didn’t quite work
• Find one text and one visual (infographic) information source on the increase of information available with the advent of the Internet
• You want to make sure that both are sources that have value. Jot down the criteria you used to determine their value. (There might be one list that applies to both, but you might also include criteria that only apply to text, or to the visualization).
46
CASE STUDY 2: DIGITAL STORYTELLING (ONLINE)
47
What is Digital Storytelling? “Digital stories are currently created using nearly every digital device in an ever-growing toolbox. They are experienced by a large population. Their creators are sometimes professionals, and also amateurs. They can be deeply personal, or posthumanly otherwise, fiction and nonfiction, brief or epic, wrought from a single medium or sprawling across dozens” (Alexander, 2011, p. 3).
48
49
Digital Storytelling Learning Objectives
Metaliteracy Learning Objectives
Coursework in Digital Storytelling
Students will learn about the theory and practice of digital storytelling across a range of media.
Understand Format Type and Delivery Mode
Course readings and online discussions, virtual field trips
Students will learn about different applications of digital storytelling that have emerged and how these applications can be adapted to their professional work as well as their personal lives and those of their clients.
Produce Original Content in Multiple Media Formats
Course readings and online discussions, virtual field trips, and the creation of original story projects
Students will learn about personal storytelling and how it can be implemented with digital media.
Understand Personal Privacy, Information Ethics and Intellectual Property Issues
Virtual field trips, and the creation of original story projects
Students will learn about effective digital design.
Produce Original Content in Multiple Media Formats
Course readings and online discussions, virtual field trips, and the creation of original story projects
Students will learn about new tools and frameworks for storytelling with digital media.
Produce Original Content in Multiple Media Formats, Share Information in Participatory Environments
Virtual field trips, and the creation of original story projects
Students will be able to critically assess digital storytelling projects that they encounter.
Evaluate User Feedback as Active Researcher, Create a Context for User-generated Information, Evaluate Dynamic Content Critically
Course readings and online discussions, virtual field trips, digital storytelling rubric, and the creation of original story projects
Table 7.1: Mapping the Metaliteracy Model to Digital Storytelling
50
http://digitalstorytelling.coe.uh.edu
Sample Rubric: http://sites.fcps.org/trt/sites/default/files/SampleRubric.pdf
Metacognitive Questions
• What inspired you to tell this story? Why is it important?• Who was your intended audience? What emotions did
you intend to evoke (if any)?• What was your creative process during the activity?• What technical considerations helped or hindered the
project?• What did you find most challenging? What was the
highlight of the experience for you?• What did you learn that will assist you in developing
future digital stories?
51
Nicola Allain, Digital Storytelling, SUNY Empire State College
METALITERACY OPEN EDUCATION RESOURCES (OERS)
MOOCS, Badging, Blog
52
Massive Open Online Course (MOOC)
Connectivist MOOCs
Real world environmentOnline communitiesInteractive video conferencesIntegrating social mediaSynchronous and asynchronousLifelong learning or credit?
X-MOOCsCommon platformDefined ModulesHigh end videoOnline discussions“Business model”Learning analyticsAsynchronousProfessional certificates or credit?
MOOC Talk: Bryan Alexander and Nicola Allain
Metaliteracy MOOC http://metaliteracy.cdlprojects.com
MOOC Talk: Paul Prinsloo, UNISA, South Africa
Metaliteracy MOOC http://metaliteracy.cdlprojects.com
57
Innovative InstructionTechnology 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…
58
59
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 SeparationGiving Credit
Collab-orative Creation
Speaking OutInformed Consumer
Individual Creation
Peer Review
User Response
Master Evaluator Badge
FeedbackMechanisms
QUESTIONS?
61
62
Trudi E. Jacobson, M.L.S., M.A.Distinguished LibrarianHead, Information Literacy Department University LibrariesUniversity at Albany, SUNY
Tom Mackey, Ph.D.DeanCenter for Distance LearningEmpire State College, SUNY
top related