promoting radical change in teaching information and technology literacies
DESCRIPTION
Presentation with Trudi E. Jacobson at theTRANSCRIPT
Promoting Radical Change in Teaching Information and Technology Literacies
Trudi E. Jacobson, M.L.SDistinguished Librarian
University LibrariesUniversity at Albany
SUNY
1Wednesday, April 12, 2023
Thomas P. Mackey, Ph.D.Dean
Center for Distance LearningEmpire State College
SUNY
Changing Education: Strengths and Barriers
Horizon Report 2012
1. Mobile Apps 2. Tablet Computing3. Game based learning4. Learning Analytics5. Gesture Based
Computing6. The Internet of Things
2http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition
Horizon Report 2012
“Digital media literacy continues its rise in importance as a key skill in every discipline and profession.” (p. 6).
3http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition
Horizon Report 2012
“Despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is rare in teacher education and non-existent in the preparation of mostuniversity faculty” (p. 6).
4http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition
ACRL Standard Definition (1989)
• Determine the extent of information needed • Access the needed information effectively and efficiently • Evaluate information and its sources critically • Incorporate selected information into one’s knowledge
base • Use information effectively to accomplish a specific
purpose • Understand the economic, legal, and social issues
surrounding the use of information, and access and use information ethically and legally
5http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Media and Information Literacy (MIL)
6
“Information and media literacy enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right.”
http://portal.unesco.org/ci/en/ev.php-URL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201.html
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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/)
• “It is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction among all these literacies” (Ipri, 2010)(http://crln.acrl.org/content/71/10/532.full)
9
Figure by Roger Lipera
Mackey and Jacobson, 2012
Active Metaliterate Engagement
Basic IL Course:
• Actual creation of information• Presentation of that information using a web-based
application• Migration of individual paper-based research guide to
team-based guide using wiki or website• Addition of data visualization/visual literacy component
Active Metaliterate Engagement
Advanced Topics Course: Social Media as Information Sources
• Student suspicion of Twitter, blogs as information sources• Increased emphasis on evaluation• Team creation of remixes as final project
» Video, Impact of Twitter» Physical book, Anonymity 2.0» Facebook launch page, Mobile devices/social networking
subculture
Pedagogy and Web 2.0
Constructivism and the ACRL Information Literacy Standards
• Complex and challenging learning environments• Social negotiation and shared responsibility• Multiple representations of content• The understanding that knowledge is constructed• Student-centered instruction
From: Wendell G. Johnson, “The Application of Learning Theory to Information Literacy,” College & Undergraduate Libraries 14, no. 4 (2007): 103–120.
Student Use of Web 2.0 Applications
“Despite their reputation of being avid computer users who are fluent with new technologies, few students in our sample had used a growing number of Web 2.0 applications within the past six months for collaborating on course research assignments and/or managing research tasks.”
(Project Information Literacy Progress Report: “Truth Be Told” | November 1, 2010 | Head and Eisenberg, p. 3)
Survey Instrument
• Survey Monkey• 26 Questions • Likert scale• Some open-ended comments• Library and Information Science faculty and
librarians (listservs, LinkedIn groups, colleagues)• 85.5% librarians • 551 started survey• 361 completed survey (65.5%)
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15
Which of the following literacies are you familiar with? (select all that apply)
N=413
16
Which of the following literacies are components of information literacy? (select all that apply)
N=445
17
Which of the following literacy frameworks are you familiar with? (select all that apply)
N=413
18
Which of the following literacies are important to include in information literacy instruction? (select all that apply)
N=381
19
Which of the following are reasons for not including related literacies in information literacy instruction?
(select all that apply)
N=377
20
Which of the following technologies do you require your students to learn as part of your information literacy instruction?
(select all that apply)
N=251
21
How well prepared do you feel to teach new technology-related material or information literacy concepts?
N=368
22
Does lack of knowledge or skills keep you from teaching items you would like to include?
N=360
YES
NO
• “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.”
Does lack of knowledge or skills keep you from teaching items you would like to include?
Open comments:
N=96
Thomas P. Mackey, Ph.D.
Dean
Center for Distance Learning
SUNY Empire State College
Trudi E. Jacobson, M.L.SDistinguished Librarian
University LibrariesUniversity at Albany
SUNY