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Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engagement1

Tom Mackey and Trudi Jacobson#metaliteracySummer WorkshopWednesday, August 19, 2015Cedar Crest CollegeAllentown, Pennsylvania

Tom and TrudiThrilled to be doing a collaborative keynote, embodies our work, thank you for inviting usHope you will be as excitedRemind you about Twitter1

Todays Workshop10:00Overview of Metaliteracy10:45Break!10:55Activity: ML Learning Objective11:15Metaliteracy Learning Collaborative Projects

11:35The ACRL Framework and Metaliteracy

12:00Activity: Putting It Together

12:15Q & A

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I played around with the timing a bit, to give a bit more time for the report on the projects2

What is Metaliteracy?3

Tom3

promotes critical thinking and collaboration in a digital age (p. 62).comprehensive framework to effectively participate in social media and online communities (p. 62).unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities (p. 62).4Thomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a Metaliteracy College & Research Libraries. January 2011 72:62-78. http://crl.acrl.org/content/72/1/62.full.pdf

Tom mention the original article from 20114

5Understand Format Type and Delivery ModeEvaluate User Feedback as Active ResearcherCreate a Context for User-generated InformationThomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a Metaliteracy College & Research Libraries. January 2011 72:62-78. http://crl.acrl.org/content/72/1/62.full.pdf Initial ML Learning ObjectivesEvaluate Dynamic Content Critically

FT: The value of information does not correspond to its packaging or wrapper: for example, some blogs may provide the highest quality information, while others do not Also mixes signals students may be receivingUser Feedback:just as information production and publication has been democratized, so too has critiquing information. No longer does one have to be an expert to be able to share ones opinion widely. Plus constantly changingContext:information appears as discrete units, no longer tethered to once-recognizable cohesive entities, this issue has become increasingly obvious. Need to understand & contextualize the info,Eval Dynamic: fluidity info environment requires critical assessment abilities on a variety of fronts, from recognizing the value of less formal methods of communication, to understanding how to synthesize and reconcile conflicting information or viewpoints that may shift before ones eyes, to determining how to separate opinion from fact. Not new, but more nuanced. And new layer: now possible for individuals to actively engage in conversations 5

6Produce Original Content in Multiple Media FormatsUnderstand Personal Privacy, Information Ethics and Intellectual Property IssuesShare Information in Participatory EnvironmentsThomas P. Mackey and Trudi E. Jacobson Reframing Information Literacy as a Metaliteracy College & Research Libraries. January 2011 72:62-78. http://crl.acrl.org/content/72/1/62.full.pdf Initial ML Learning Objectives

Original: can now create and shareimportant to be able to do so effectively, using appropriate venues and formatsPrivacy, etc: importance has become magnified in todays de-centered information environment. Thoughtful reflection is needed, but this only happens when people are aware of these issues and have gained the knowledge and critical thinking perspective to tackle such complex concerns Share: abillity to reach global audience brings responsibility differs greatly from the traditional situation of producing information for small, very localized group of readers. must understand: most appropriate ways share content,particularized nature of various venues, the rights issues, and the continuing responsibilities authorship on this scale entails. 6

7Mackey and Jacobson (2014) Metaliteracy: ReinventingInformation Literacy toEmpower Learners

TomThis was the original visual model to explain the development of Metaliteracy (pause)We see this as a flexible, circular model that builds on information literacy with new technologies and competencies (pause)Metaliteracy expands information literacy to include the ability to produce, participate, share, and collaborate in open learning and social media environments (pause)Metaliteracy also includes a central focus on metacognition, or the ability to think about ones thinking.Todays learner moves through these spheres from any direction rather than a traditional linear manner7

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).

Tom its all about the book!8

Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities.

(Jacobson and Mackey, Proposing a Metaliteracy Model to Redefine Information Literacy, 2013)

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Metaliteracy empowers learners to participate in interactive information environments, equipped with the ability to continuously reflect, change, and contribute as critical thinkers (p. 86).

(Jacobson and Mackey, Proposing a Metaliteracy Model to Redefine Information Literacy, 2013)

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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).

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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).

Tom: Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronouncedin information literacy (p. 6).12

Collaboratively Developed ML Goals and ObjectivesEvaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikisUnderstand personal privacy, information ethics, and intellectual property issues in changing technology environmentsShare information and collaborate in a variety of participatory environmentsDemonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals

13http://metaliteracy.org/learning-objectives/

Ask the audience to review handout with detailed goals and objectives13

14Mackey and Jacobson (2014) Metaliteracy: ReinventingInformation Literacy toEmpower Learners

Tom: behavioral (what students should be able to do upon successful completion of learning activitiesskills, competencies), cognitive (what students should know upon successful completion of learning activitiescomprehension, organization, application, evaluation), affective (changes in learners emotions or attitudes through engagement with learning activities), and metacognitive (what learners think about their own thinkinga reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn).

Understands the process of creating and sharing informationRecognizes gaps in knowledgeSeeks new knowledge to adjust to challenging situationsAdapts to changing technologiesContinuously self-reflectsDemonstrates empowerment through interaction, communication, and presentationReflects on production and participation

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Quick Reflection:

Id love to see my students take on the role of15

Quick quiet reflection on part of participants15

Metaliteracy in Practice(Jacobson and Mackey, Forthcoming).Metaliteracy applies to all stages and facets of an individuals life. It is not limited to the academic realm, nor is it something learned once and for all. Indeed, metaliteracy focuses on adaptability as information environments change, and the critical reflection necessary to recognize new and evolving needs in order to remain adept. (Preface)

Tom: Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronouncedin information literacy (p. 6).16

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Cant seem to stop those ads following you around? Why not become metaliterate?Jacobson and Mackey, August 7, 2015

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Metaliteracy prepares us to ask critical questions about our searches and the technologies we use to seek answers and to communicate with others.Jacobson and Mackey, August 7, 2015

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We do not just accept the authority of information because it comes from an established news organization, a celebrity, a friend, or a friend of a friend. Metaliteracy encourages reflection on the circumstances of the information produced.Jacobson and Mackey, August 7, 2015

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The truth is that we can all be metaliterate learners meditative and empowered, asking perceptive questions, thinking about what and how we learn, while sharing our content and insights as we make contributions to society.Jacobson and Mackey, August 7, 2015

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Break!

Need to get to this point by 10:4521

Metaliteracy Learning objective ActivityThink / Pair / Share22

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Think / Pair / Share (later)What metaliteracy learning objectives are missing in your courses or other teaching that you feel would be beneficial to your students?

Identify one learning objective that youd particularly like to tackle (maybe connected to the role you chose). How might you start? Discuss with someone near you. Share your ideas on Padlet: http://padlet.com/tjacobson/CCCWorkshop

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Curricular design: MOOCs and badging systemMetaliteracy Learning Collaborative Projects

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Grant #1: Establish metaliteracy learning collaborative and explore badging; For Fun: Connectivist MOOC and badging systemGrant #2: Integrate badging into Coursera MOOCExtra credit: Canvas MOOCFor Fun: Reach a wider audienceProjects

Tom: What we are going to talk about. Badges and connectivist MOOC developed simultaneously

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Connectivist MOOC27

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http://metaliteracy.cdlprojects.com

MOOC

TomStephen Downes and gRSShopper aggretator28

MOOC Talk: Bryan Alexander and Nicola Allain

Metaliteracy MOOC http://metaliteracy.cdlprojects.com

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MOOC Talk: Paul Prinsloo, UNISA, South AfricaMetaliteracy MOOC http://metaliteracy.cdlprojects.com

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Metaliteracy Digital Badging SystemMetaliteracybadges.org31

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What is a digital badge?

Record of an accomplishmentCorresponds to knowledge shown or abilities provenA component in the competency-based education movementMethods of gauging accomplishment variesFor metaliteracy badges, reading by humans important, given nature of the learningImage Source: Girl Guides of Canada, CC-BY

Trudi: digital badgingSkepticism about badgesWhen many people hear the word badge they think of this, but its really become something so much more.Competency based education libraries and info litBadging fit with metaliteracy

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Trudi Use of badge content adapted for Coursera33

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Metaliteracybadges.org

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35Master EvaluatorContent AnalysisSearch QueriesInfo. SourcesDatabase SearchingEvaluation PointsCurrencyRelevanceAuthorityAccuracyPurposePackaging & SharingFormatModePerpectives & ResponsesAuthor's VoiceDegrees of SeparationGiving CreditCollab-orative CreationSpeaking OutInformed Consumer

Individual CreationPeer ReviewUser ResponseMaster Evaluator BadgeFeedbackMechanisms

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Preliminary ObservationsStudentsStudent engagement dependent upon faculty buy-inStudents put a great deal of themselves into their workInterest in earning badgesomething unusual to discuss with interviewersPotential to earn badge appeared to increase student motivation

FacultyLevel of interest varied dependent on contextWillingness to take the time to reviewFrequently select quests that cover traditional contentWillingness to embed open content Sometimes led to additional collaboration with librarians

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Coursera and Canvas MOOCsIntegrating Digital Badging and MOOCS?37

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Empowering Yourself in a Connected World

Animoto video created and produced by Kelsey OBrien

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Coursera MOOChttps://www.coursera.org/course/metaliteracy

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https://www.coursera.org/course/metaliteracy Participating as a Global Contributor

Trudi:I think we can talk here about the different video approached we used and how Coursera recommends NOT using YouTube etcbecause of issues in some countries with access. We neednt show all three videos just the different approaches, and why interviews, pecha kucha, animation, etc. 40

Metaliteracy Learning Collaborative

TomDont show this just leave for visual 41

42Canvas MOOC: Empowering Yourself as a Digital Citizen

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Metaliteracy YouTube Channel

Metaliteracy Learning Collaborative

Tom--- finish by 11:35am43

The ACRL Framework and MetaliteracyFind the similarities44

Trudi start at 11:35 (goes to noon)44

45http://www.ala.org/acrl/standards/ilframework

[Thanks to Craig Gibson for several slides in this section.]

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Goals for the FrameworkA flexible system of learning information literacy concepts that can be tailored to individual settingsRecognizes the participatory, collaborative information environment: learners as content/knowledge creators, not just consumers (Mackey and Jacobson, Reframing Information Literacy as a Metaliteracy, C & RL, 72 (1) 2011, pp. 62-78)

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Goals for the FrameworkImportance of metacognition (thinking about ones own thinking)(Mackey and Jacobson, Reframing Information Literacy as a Metaliteracy, C & RL, 72 (1) 2011, pp. 62-78)Recognition of affective factors (dispositions/habits of mind) (Carol Kuhlthaus work, amongst others)

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From Standards to Framework

5 Standards, 6 Frames48

The Framework vs. The Standards

4 domains addressed: cognitive, affective, behavioral, metacognitiveLearners as information consumers and producers6 FramesLearning outcomes and assessment locally-basedFaculty involvement critical

Emphasis on behavioral and cognitive domainsLearners as information consumers5 Standards, 22 Performance IndicatorsLearning outcomes specifiedMeshes with one-shotsFrameworkStandards

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Major Elements of the Frameworkhttp://pixabay.com/en/puzzle-learn-arrangement-components-210785/

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Habits of mindBehaviors demonstratingunderstandingUnderpinning ideas

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Threshold ConceptsHofer, Townsend, and Brunetti describe threshold concepts and their criteria, as based on the work of Jan Meyer and Ray Land:

Threshold concepts are the core ideas and processes in any discipline that define the discipline, but that are so ingrained that they often go unspoken or unrecognized by practitioner. They are the central concepts that we want our students to understand and put into practice, that encourage them to think and act like practitioners themselves. (Hofer, Townsend, and Brunetti, 2012, 387-88)

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Long have heard that we dont need to turn students into novice librarians, but actually, the key concepts we understand will only help them52

53Threshold concepts reflect the perspective of experts in our profession on the most important concepts in our field, and also provide a developmental trajectory for assisting our students in moving from novice to experts in using and understanding information in a wide variety of contexts.Why Threshold Concepts?

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Threshold ConceptsA passage through a portal or gateway: gaining a new view of a subject landscapeInvolve a rite of passage to a new level of understanding: a crucial transitionRequire movement through a liminal space which is challenging, unsettling, disturbingwhere the student may become stuck

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Transformativecause the learner to experience a shift in perspective;Integrativebring together separate concepts (often identified as learning objectives) into a unified whole;Irreversibleonce grasped, cannot be un-grasped;Boundedmay help define the boundaries of a particular discipline, are perhaps unique to the discipline;Troublesomeusually difficult or counterintuitive ideas that can cause students to hit a roadblock in their learning. 55

Threshold Concepts in DisciplinesGeology: the scale of geologic timeEconomics: opportunity costAccounting: depreciationHistory: no unitary account of the pastWriting/rhetoric studies: audience, purpose, situatedpractice, genreBiology: photosynthesis

Can enter into the conversation, language56

Threshold Concepts for ILAuthority is Constructed and Contextual Information Creation as a ProcessInformation Has ValueResearch as InquiryScholarship as ConversationSearching as Strategic Exploration

The concepts were identified through an ongoing Delphi study being conducted by L. Townsend, A. R. Hofer, S. Lu, and K. Brunetti, though the Task Force took some of them in new directions

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Curriculum Design ConsiderationsWant students to stay in liminal state long enough to learn (B. Fister)Design with colleaguesFaculty and librarians identify existing connectionsFaculty and librarians co-develop assignmentsPosition frames strategically across the curriculumAlign threshold concepts with learning outcomes (or create new learning outcomes)

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Curriculum Design ConsiderationsDesign learning activities or lessons around threshold conceptsAllow for confusion and uncertaintyRevisit the concept more than onceRevise learning outcomes if necessary

Adapted from: Threshold Concepts: Strategies and Approaches. Office of Learning and Teaching, Southern Cross University. Available at: http://scu.edu.au/teachinglearning.index.php/92)

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Initial Ideas About AssessmentNeed to avoid assessments that allow mimicry

Rather, declarative approach where students represent their knowledge, such as conceptmaps, portfolios, logs, blogs,diaries

(Meyer and Land, 2010)

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Metaliteracy in Practice(Jacobson and Mackey, Forthcoming).The similarities to metaliteracy are striking: metacognition, information creation, and participation in learning communities all reflect elements espoused by metaliteracy when it was originally developed to significantly broaden the conception of information literacy that was commonly accepted, at least in the United States, due to the definition in the ACRL Information Literacy Standards. (Preface)

Trudi: Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronouncedin information literacy (p. 6).61

Putting it together (pairs):

Metaliteracy and ACRL Framework 62

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Pair work continued

Review the ML learning objective you identified earlier Is there a frame you would like to connect it with? Any ideas on how?Add to your Padlet post

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Get their responses at 12:10 (through 12:15)63

Sharing with the group64

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Q & A65

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66Tom Mackey, Ph.D.Vice Provost for Academic ProgramsOffice of Academic AffairsSUNY Empire State CollegeTom.Mackey@esc.edu@TomMackey

Trudi Jacobson, M.L.S., M.A.Distinguished LibrarianHead, Information Literacy Department University LibrariesUniversity at Albany, SUNYTjacobson@albany.edu@PBKTrudi

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