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?