"we're all mad here": fostering metadiscourse on metaliteracy
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Fostering Metadiscourse on Metaliteracy
Teresa Grettano Assistant Professor Director of FYW Dept. of English & Theatre The University of Scranton @tgrett teresa.grettano@scranton.edu
Donna Witek Associate Professor IL Instruction Librarian Weinberg Memorial Library The University of Scranton @donnarosemary donna.witek@scranton.edu
“old” paradigm
à normal science
à anomalies
à crisis
--SHIFT--
à articulation
à acceptance
à application
“new” paradigm
Paradigm Shift
Kuhn Structure of Scientific Revolutions (1962) Hairston “The Winds of Change” (1982)
#4C15 #H20 #ILmetadisc
• Adopted in 2000
• “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.’”
• Competency-based education
• Finalized and accepted in 2015
• “Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.”
• Threshold Concepts/Understanding By Design and Metaliteracy…
ACRL IL Standards ACRL Framework for IL
Paradigm Shift
#4C15 #H20 #ILmetadisc
“Metaliteracy Model” [in Wonderland] from Mackey & Jacobson Metaliteracy, Ch. 1, Figure 1
Paradigm Shift
Mackey & Jacobson (2011)
Witek & Grettano (2012)
Mackey & Jacobson (2014)
Witek & Grettano (2014)
#4C15 #H20 #ILmetadisc
• 5 Standards, each with Performance Indicators and Outcomes
• Standards focus on determining an information need, and accessing, evaluating, and using information ethically to meet that need.
• IL learning outcomes are standardized and universal.
• 6 Frames, each with a proposed Threshold Concept for IL, Knowledge Practices, and Dispositions
• Frames focus on the constructed and contextual nature of authority, information creation as a process, the differing types of value placed on information, research as inquiry, scholarship as conversation, and searching as strategic exploration.
• IL learning outcomes are locally developed, situated, and contextualized.
ACRL IL Standards ACRL Framework for IL
Paradigm Shift
#4C15 #H20 #ILmetadisc
#acrlilrevisions Task Force Website chronicling IL Standards Revision Process http://acrl.ala.org/ilstandards/
Paradigm Shift
#4C15 #H20 #ILmetadisc
WPA OS & ACRL Standards
Collaboration
Mazziotti & Grettano “Hanging Together” (2011)
#4C15 #H20 #ILmetadisc
FYW Review & Revision
Collaboration
Conventions of Format
Voice
Integrate
Flexible Strategies
Focus on a purpose
Documenting
Multiple Drafts
Digital Information Literacy
Writing for Inquiry
Information Literacy
Mean rating for importance of outcome (Top 10)
• 2013: 3-yr review & revision plan
• WPA OS instructor survey: 5/10 outcomes ranked highest in importance refer to shared research outcomes
• Invite librarians to join FYW Committee
• Invite librarians to score assessment of final papers
#4C15 #H20 #ILmetadisc
ACRL Framework for IL Rhetoric & Composition
Collaboration
• Authority is constructed & contextual
• Information creation as a process
• Information has value
• Research as inquiry
• Scholarship as conversation
• Searching as strategic exploration
#4C15 #H20 #ILmetadisc
• Ethos & the politics of power • Process = format, medium is
message • Intellectual property and access
issues but also value = power • Intellectual curiosity &
exploration, also Habits of Mind • Burke’s Parlor • Generative process
• The rabbit hole is uncanny and uncomfortable
• Critical pedagogy & vulnerability
• “The Facebook course” mocked as trivial and a distraction
• Labor practices & compensation
Classroom Risks
Risks & Rewards
#4C15 #H20 #ILmetadisc
Classroom Rewards
Risks & Rewards
• Model Metaliteracy
• Student engagement because of our enthusiasm
• Critical engagement with media, information, language, and communication
• Shared outcomes met in authentic ways
• Job-readiness
#4C15 #H20 #ILmetadisc
Campus Cul ture & Cur r icu lum Risks
Risks & Rewards
• Resistance or rejection
• Untenured faculty & underrepresented disciplines
• Curriculum review & revision
• “Skills” vs “content” courses
• Eloquentia Perfecta
• Professional education vs the liberal arts
“Queen of Hearts” by Dominic Murphy via Alice in Wonderland Art
#4C15 #H20 #ILmetadisc
Campus Cul ture & Cur r icu lum Rewards
Risks & Rewards
• Tenure!
• Respect as “fighters”
• Committee invitations for legitimacy
• Model for collaboration
• Model for SoTL
• Leadership roles
#4C15 #H20 #ILmetadisc
Profess ional & Disc ip l inar y Risks
Risks & Rewards
• Enacting metaliteracy in the IL revision process: Twitter & blogging
• February 2014: “Metaliteracy and the New Draft ACRL IL Framework”
• April 2014, July 2014, December 2014: public & transparent participation in revision process
• January 2015 (on ACRLog): “‘Sunrise, Sunset’: A Reflection on Assessment and the Framework for Information Literacy for Higher Education”
• February 2015: “Making the Framework Accessible”
Image by Nicoletta Ceccoli via Marica on MyModernMet.com
#4C15 #H20 #ILmetadisc
Profess ional & Disc ip l inar y Rewards
Risks & Rewards
• Achievement Unlocked: Framework for IL “accepted by the ACRL Board” = supported with resources!
• Work Still Ahead: Framework for IL co-existing with IL Standards, eventual sunset of latter?
• What’s Next: transformed IL pedagogy
• Worth the Risk? Yes: authentic student learning at stake.
• BONUS: collaboration with Rhet/Comp and other disciplinary faculty
…this matters. Image via Alicismo on Tumblr
#4C15 #H20 #ILmetadisc
• How can you foster collaboration in teaching and research between IL & Rhet/Comp on your campus using shared language & outcomes?
• What fights are worth fighting on your campus and how can you build alliances?
• How can we advocate for and support each other professionally on campus, in our disciplines, and in public discourse?
Action Items
#4C15 #H20 #ILmetadisc
References Framework for Information Literacy for Higher Education. Association of College and Research Libraries, 2015. Framework for Success in Postsecondary Writing. Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project, 2011. Hairston, Maxine. “The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing.” CCC 33.1 (1982): 76-88. Information Literacy Competency Standards for Higher Education. Association of College & Research Libraries, 2000. Kuhn, Thomas. Structure of Scientific Revolutions. Chicago: The University of Chicago Press, 1962, 2012. Mackey, Thomas P., and Trudi E. Jacobson. Metaliteracy: Reinventing Information Literacy to Empower Learners. Chicago: ALA Neal-Schuman, 2014.
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References ---. “Reframing Information Literacy as a Metaliteracy.” College & Research Libraries 72.1 (2011): 62-78. Mazziotti, Donna, and Teresa Grettano. “‘Hanging Together’: Collaboration between Information Literacy and Writing Programs Based on the ACRL Standards and the WPA Outcomes.” ACRL 2011. Witek, Donna, and Teresa Grettano. “Information literacy on Facebook: an analysis.” Reference Services Review 40.2 (2012): 242-57. ---. “Teaching metaliteracy: a new paradigm in action.” Reference Services Review 42.2 (2014): 188-208. WPA Outcomes Statement for First-Year Composition. Council of Writing Program Administrators. 2000, 2008, 2014.
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