Metaliteracy: Emphasizing the Role of Learning Trudi Jacobson, University at Albany
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Transcript of Metaliteracy: Emphasizing the Role of Learning Trudi Jacobson, University at Albany
METALITERACY: EMPHASIZING THE ROLE OF LEARNING
TRUDI JACOBSON, UNIVERSITY AT ALBANY
3Ts 2012: Engaging Students with Transliteracy, Technology and Teaching
THEMES
First:Broaden the scope of our goals as
we teach students to be information literate
METALITERACY
Metaliteracy might be defined as a “comprehensive reinvention of information literacy for revolutionary social media environments.”
Mackey , T.,& Jacobson, T. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries,72(1): 62-78.
THEMES
Second:Learn from information literacy
models and initiatives outside this country
THEMES
Third:Be open to teaching methods that
engage our students and encourage learning
EMPHASIZING THE ROLE OF LEARNING
Instructor as learner
Learning from international initiatives
Students taking responsibility for learning
MIDDLE STATES
“the concept of information literacy has relevance for faculty members, librarians, students, administrators, and the institution as a whole.”
Middle States Commission on Higher Education, 2003. Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum.
CHANGING NATURE OF INFORMATION LITERACY
CHANGING NATURE OF INFO LITERACY
New Literacies Gain in Import Media Literacy Visual Literacy
New Models Needed Seven Pillars Visual Literacy Standards
CHANGING NATURE OF INFO LITERACY
Then:Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“
American Library Association. (1989). Presidential Committee on Information Literacy: Final report. Retrieved from http://www.ala.org/acrl/publications/whitepapers/presidential
ACRL IL COMPETENCY STANDARDS
Determine the extent of information needed Access the info effectively and efficiently Evaluate information and its sources
critically and incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand economic, legal and social issues surrounding the use of information
www.ala.org/acrl/standards/informationliteracycompetency
METALITERACY TRANSLITERACY metacognitive approach
that combines multiple literacies in an integrated framework with an emphasis on producing and sharing information (Mackey and Jacobson, 2011)
Knowledge acquisition, rather than simply skills acquisition, is an important component
Transliteracy is defined as the ability to read, write, and communicate across multiple platforms (http://nlabnetworks.typepad.com/transliteracy/)
METALITERACY
Metaliteracy promotes critical thinking, collaboration, and also metacognition, which involves thinking about one’s own thinking.
Mackey , T.,& Jacobson, T. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries,72(1): 62-78.
CHANGING NATURE OF INFO LITERACY
the format becomes literally irrelevant
no longer answer the question, but rather question the answer
Gail Bushhttp://www.nl.edu/news/
informationtransliteracy.cfm
CHANGING NATURE OF INFORMATION LITERACY
“it is imperative to accommodate the change to an information-ready, networked, highly social, online world. This might be termed ‘group-as-information-creators-and-sharers’ perspective.”
UAlbany, Department of Informatics
CHANGING NATURE OF INFORMATION LITERACY
Survey Results
SELECTED SURVEY TOPICS
Which frameworks and literacies are connected to IL
Which literacies are appropriate to teach as a part of IL
How respondents keep up with changing technologies and information literacy concepts
COMPONENTS OF IL
IMPORTANT LITERACIES FOR IL INSTRUCTION
TECHNOLOGIES STUDENTS LEARN
OTHER TECHNOLOGIES
Library technologies: catalog and databases
Web navigation Collaborative writing technologies Portfolio software Citation software Concept mapping software
ONE SURVEY RESPONSE
“Students waste enough time on this nonsense left to their own devices.”
DOES LACK OF KNOWLEDGE OR SKILLS KEEP YOU FROM TEACHING ITEMS YOU WOULD LIKE TO INCLUDE?
COMMENTS
“i find technology is moving so fast sometimes it is hard to keep up”
“More lack of confidence than lack of knowledge - often feel students already have more expertise in the technology (but they often don't know what to do with it)”
“When I hear about items I'm not proficient in, I discuss them with my colleagues and we try to figure out ways for as many of us who are interested to incorporate them.”
INTERNATIONAL INITIATIVES
SEVEN PILLARS MODEL
SEVEN PILLARS IN CIRCULAR FORMAT
SCOPE : CAN ASSESS CURRENT KNOWLEDGE AND IDENTIFY GAPS
Understands: What types of information are available The characteristics of the different types of
information source available to them and how they may be affected by the format (digital, print)
The publication process in terms of why individuals publish and the currency of information
Issues of accessibility What services are available to help and how to
access them
SCOPE
Is able to: “Know what you don’t know” to identify any
information gaps Identify which types of information will best meet
the need Identify the available search tools, such as general
and subject specific resources at different levels Identify different formats in which information may
be provided Demonstrate the ability to use new tools as they
become available
MANAGE
Is able to: Select appropriate publications and
dissemination outlets in which to publish if appropriate
Develop a personal profile in the community using appropriate personal networks and digital technologies (e.g. discussion lists, social networking sites, blogs, etc.)
UNESCO
IMILS
International Media and Information Literacy Survey (IMILS) discussion group
Access through groups.google.com
Teaching with Team-Based Learning
THE CHANGING NATURE OF TEACHING (AND LEARNING)
STUDENT LEARNING IN ACTION
TEAM-BASED LEARNING (TBL)
A special form of collaborative learning using a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion.
Sweet, M. http://issuu.com/ubc-aspc-cis/docs/what-is-tbl
TEAM-BASED LEARNING
Large, permanent teams Accountability, through pre-class
preparation and to the team Teams make complex decisions using
simple reporting mechanisms Teams receive frequent and timely
feedback http://tblc.roundtablelive.org/Resources/Documents/TBL%20Handout%20Aug
%2016-print%20ready%20no%20branding.pdf
READINESS ASSURANCE PROCESS
Student preparation before class Readiness assessment test (RAT)
Individual Team (with immediate feedback)
Appeals
Instructor clarificationFollowed by Application exercises
ENGAGING STUDENTS
Using TBL in the course reinforces the idea of students as creators and sharers of information
TEAM WEBPAGE
HTTP://TBLC.ROUNDTABLELIVE.ORG/
REASONS FOR TAKING AN IL COURSE
Because you have to. The course is a requirement and a useful one at that.
Information Literacy actually helps you to better understand the information you get when using search engines like Google.
If your major is history, political science, or another major that requires extensive research, taking information literacy will make all your future research projects much less stressful.
THANK YOU!
DO YOU HAVE ANY QUESTIONS?