REIMAGINING INFORMATION LITERACY AS METALITERACY

IN A CREDIT LIBRARY COURSEVera Lux

Bowling Green State University@thetruelight

#metaliteracy

WHAT IS METALITERACY?Conceptual framework developed by Tom Mackey and Trudi Jacobson– Reframing information literacy as a

metaliteracy. College & Research Libraries, 72(1), 62-78.

–MOOC– Learning Collaborative–Metaliteracy.org– Forthcoming book

IN THE AGE OF SOCIAL MEDIA, WE ARE ALWAYS PUBLISHING AND RESEARCHING

Jason Howie Some Rights Reserved

BLURRED LINES OF METALITERACY Teacher

Producer

Learner

Consumer

Four primary goals designed to support learning through four domains

Behavioral Affective

Cognitive Metacognitive

Primarily reflective and conceptual rather than skill-based

http://metaliteracy.org/learning-objectives/

THE METALITERATE LEARNER

LIB 2250/LIB2210–3 credit hour/1 credit hour–Entirely online–Modern LMS—Canvas–Mobile-friendly

CREDIT COURSES

Understand personal privacy, information ethics, and intellectual property issues in changing technology environments

Some rights reserved by Dave Hoffman

Students introduce each other (in pairs) to the class by what they can find out about the other person online.– Placed in the context of online privacy– Included instruction in basic searching

techniques and critical thinking skills– Strict guidelines about what should and

should not be included–Metacognitive

GOOGLE INTRODUCTIONS

“Doing this research is kind of like Hansel and Gretzel leaving breadcrumbs to follow and hope that they lead you some where. This was a very fun idea of getting to know each other.”

“When I had typed her first and last name she is the only student at BGSU directory that came up. I was able to find out her middle name as well and with this I was able to find a picture on google images. “

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“I am surprised that you could see so much from my Facebook, I have everything set to private. ”

“It’s actually creepy that I can find this information out so quickly via Facebook without even being your friend!”

“I wasn’t aware of how public all of my information was. This was a wakeup call for how easy it is to find something and I’m not sure if I like that. ”

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Share information and collaborate in a variety of participatory environments

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Students developed a digital learning object related to a course topic or their chosen research topic– Content types included blogs, infographics,

timelines, videos, presentations, and memes– Reinforces course concepts– Collaborative – Essay encourages metacognition

DIGITAL LEARNING OBJECTS

Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals 

What do you need to know

Determine how to find the

information

Find the informatio

n

Evaluate what

you've found

Find everything you need?

If not, begin again

Basic Researc

h Process

Students develop advanced search techniques applicable to academic and non-academic information needs– Timed to complement instruction on scholarly

databases– Familiar but transferable – Does not require twitter account– Reinforces discussion of online privacy

TWITTER AS A DATABASE

Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis

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Students work in groups of four to create new sources of varying content types (News article, blog, press release, encyclopedia entry, video appeal, etc. ) with a book and an scholarly article on a similar topic as a starting point.– Examine scholarly and non-scholarly types of

information– Explore ideas of purpose and audience– Deconstructs the information cycle

FINAL ASSIGNMENT

Possible Approaches– Team-based Learning (TBL)– Flipped classroom– Activities on types of information– Consider necessary skills of the metaliterate

individual in that discipline

COURSE-INTEGRATED SESSIONSAKA the “one-shot”

Thank You!

Contact me at vlux@bgsu.edu or @thetruelight for follow-up information including copies of instructional materials.