Metaliteracy and the Participatory Role of Learners in Today’s Social Information Environment
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This document summarizes a presentation on metaliteracy and the participatory role of learners in today's social information environment. The presentation covered key concepts of metaliteracy including its focus on learner empowerment and participation beyond just searching and retrieving information. It also discussed how metaliteracy aligns with the ACRL Framework and provided examples of metaliteracy learning projects including a digital badging system and MOOCs. The presentation concluded with a discussion of integrating metaliteracy into general education information literacy courses through curriculum design considerations and assessment approaches.
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Metaliteracy and the Participatory Role of Learners in Today’s Social Information Environment
- 1. Metaliteracy and the Participatory Role of Learners in Today’s Social Information Environment 1 Trudi Jacobson and Tom Mackey #metaliteracy Temple University Fall 2017 GenEd Faculty Assembly Monday, August 21, 2017 noon-4:00 (SERC 108A/B)
- 2. Today’s Workshop 12:45 Presentation 2:00 Breakout session 1: Individual Reflection 2:20 Break (flexible timing due to eclipse!) 2:35 Breakout session 2: Group 3:00 Reconvene: Reports and Wrap Up 2 Image by Luc Viatour
- 3. What we’ll talk about • Metaliteracy • ACRL Information Literacy Framework • Metaliteracy-related projects – Digital badging system • Case Study: General Education Course – MOOCs • Q & A 3
- 4. GenEd at Focused on making connections • “both locally as well as globally” • “from academic knowledge to experience” • “across areas of study from a global perspective” • “to current controversies from a local perspective” • “between what they learn, their lives and their communities” 4https://gened.temple.edu/blog/welcome-to-the-general-education-program-site/
- 5. NMC Horizon Report 2017 Higher Education Edition Solvable Challenge: Improving Digital Literacy “The proliferation of fake news stories during the recent US presidential election illustrates the importance of cultivating skills for mindful media consumption” (p. 24). https://www.nmc.org
- 6. NMC Horizon Report 2017 Higher Education Edition Solvable Challenge: Integrating Formal and Informal Learning “With over 40% of the world’s population accessing the internet, recognizing the power and prevalence of online informal learning opportunities is vital to keeping formal education relevant” (p. 26). https://www.nmc.org
- 7. 7 “Our “digital natives” may be able to flit between Facebook and Twitter while simultaneously uploading a selfie to Instagram and texting a friend. But when it comes to evaluating information that flows through social media channels, they are easily duped” (p. 4). Wineburg, Sam and McGrew, Sarah and Breakstone, Joel and Ortega, Teresa. (2016). Evaluating Information: The Cornerstone of Civic Online Reasoning. Stanford Digital Repository. Available at: http://purl.stanford.edu/fv751yt5934
- 8. 8 Wineburg, Sam and McGrew, Sarah and Breakstone, Joel and Ortega, Teresa. (2016). Evaluating Information: The Cornerstone of Civic Online Reasoning. Stanford Digital Repository. Available at: http://purl.stanford.edu/fv751yt5934 “At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish” (p. 5).
- 9. DIGITAL LITERACY IS NOT ENOUGH 9
- 11. “Metaliteracy is an overarching, self-referential, and comprehensive framework that informs other literacy types. Information literacy is the metaliteracy for a digital age because it provides the higher order thinking required to engage with multiple document types through various media formats in collaborative environments” (p. 70). 11 Mackey, T. P., & Jacobson, T. E. (2011). Reframing Information Literacy as a Metaliteracy. College & Research Libraries, 72(1), 62-78. http://crl.acrl.org/content/72/1/62.full.pdf Reframing Information Literacy as a Metaliteracy
- 12. 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).
- 13. Metaliteracy: Reinventing Information Literacy to Empower Learners (Mackey and Jacobson, 2014). “The use of the term metaliteracy suggests a way of thinking about one’s own literacy. To be metaliterate requires individuals to understand their existing literacy strengths and areas for improvement and make decisions about their learning” (p. 2).
- 14. 14 “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, “Can’t seem to stop those ads following you around? Why not become ‘metaliterate’?”
- 15. 15 Jacobson and Mackey, August 7, 2015, “Can’t seem to stop those ads following you around? Why not become ‘metaliterate’?” “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.”
- 16. “How a Blogger Exploded the Hot New Theory About Amelia Earhart With 30 Minutes of Online Searching” 16 Ruth Graham, Slate, July 13, 2017
- 18. Four Domains of Metaliteracy Metacognitive: what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn). Cognitive: what students should know upon successful completion of learning activities— comprehension, organization, application, evaluation) Affective: changes in learners’ emotions or attitudes through engagement with learning activities) Behavioral: what students should be able to do upon successful completion of learning activities— skills, competencies Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
- 19. Learner Roles Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
- 20. I’d love to see my students take on the role of… Quick Reflection
- 21. METALITERACY GOALS AND LEARNING OBJECTIVES 21
- 22. 22 “A majority of U.S. adults – 62 percent – get news on social media.” News Use Across Social Media Platforms 2016 (Gottfried & Shearer, May 26, 2016) Evaluate content critically, including dynamic, online content that changes and evolves, such as articles preprints, blogs, and wikis
- 23. 23 “Computer Scientists Demonstrate The Potential For Faking Video” Aarti Shahani, Tech Reporter, NPR Business Desk July 14, 2017, 4:57 AM ET “Synthesizing Obama: Learning Lip Sync from Audio” SIGGRAPH 2017 Supasorn Suwajanakorn, Steven M. Seitz, Ira Kemelmacher-Shlizerman
- 24. 24 “How to Spot Fake News” (Kiely and Robertson, November 18, 2016) Assess content from different sources, including dynamic content from social media, critically
- 25. 25 http://www.visitlondon.com/things-to-do/place/2229527-speakers-corner#bO4g46GDaAPPvoWJ.97 Understand the differing natures of feedback mechanisms and context in traditional and social media platforms
- 26. 26 Understand the differing natures of feedback mechanisms and context in traditional and social media platforms
- 27. Place an information source in its context (for example, author’s purpose, format of information, and delivery mode) 27https://en.wikipedia.org/wiki/Wikipedia_Seigenthaler_biography_incident
- 28. Understand Personal Privacy, Information Ethics and Intellectual Property Issues 28 Pew Research Center: The Future of Privacy (2014) Lee Rainie & Janna Anderson
- 29. Value user-generated content and critically evaluate contributions made by others: see self as a producer as well as consumer, of information 29http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27
- 30. Apply copyright and Creative Commons licensing as appropriate to the creation of original or repurposed information 30 https://creativecommons.org/about/videos/wanna-work-together/
- 31. Determine the value of formal and informal information from various networked sources (scholarly, user-generated, OERs, etc.) 31 https://textbooks.opensuny.org/the-information-literacy-users-guide-an-open-online-textbook/
- 32. Share Information and Collaborate in Participatory Environments 32 “Metaliterate individuals recognize there are ethical considerations involved when sharing information, such as the information must be accurate. But there is more. Metaliteracy asks that individuals understand on a mental and emotional level the potential impact of one’s participation.” “How can we learn to reject fake news in the digital world?” (Mackey & Jacobson, The Conversation, December 5, 2016)
- 33. https://metaliteracystudent.tumblr.com Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals
- 34. THE ACRL FRAMEWORK AND METALITERACY Find the similarities… 34
- 35. Metaliteracy in Practice (Jacobson and Mackey, 2016). “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)
- 36. From Standards to Framework Determine extent of information need Access/Search Evaluate Use/apply Consider ethical/legal/social issues Scholarship Authority Information Creation Value Searching Inquiry
- 38. 38 Habits of Mind Behaviors Demonstrating Understanding Underpinning Ideas (including metaliteracy) Frame
- 39. Threshold Concepts Hofer, 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) 39
- 40. 40 “Threshold 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?
- 41. Threshold Concepts • A passage through a portal or gateway: gaining a new view of a subject landscape • Involve a “rite of passage” to a new level of understanding: a crucial transition • Require movement through a “liminal” space which is challenging, unsettling, disturbing— where the student may become “stuck”
- 42. 42 Threshold Concepts Transformative Integrative Irreversible Bounded Troublesome (Hofer, Townsend, and Brunetti, 2012, 387-88), quoting Meyer and Land
- 43. IDENTIFY A THRESHOLD CONCEPT IN YOUR DISCIPLINE Quick reflection 43
- 44. Threshold Concepts in Disciplines • Biology: evolution, photosynthesis • Writing/rhetoric studies: audience, purpose, situated practice, genre • Geology: the scale of geologic time • Economics: opportunity cost • Accounting: depreciation • History: no unitary account of the past
- 45. Threshold Concepts for IL • Authority is Constructed and Contextual • Information Creation as a Process • Information Has Value • Research as Inquiry • Scholarship as Conversation • Searching as Strategic Exploration
- 46. The Challenge Information literacy needs to be integrated into the context of specific disciplines 46
- 47. Curriculum Design Considerations • Faculty and librarians co-develop assignments • Align threshold concepts with learning outcomes (or create new learning outcomes) • Allow for confusion and uncertainty • Revisit the concept more than once • Position frames strategically across the curriculum
- 48. Initial Ideas About Assessment Need to avoid assessments that allow mimicry Rather, declarative approach where students represent their knowledge, such as concept maps, portfolios, logs, blogs, diaries (Meyer and Land, 2010)
- 50. METALITERACY DIGITAL BADGING SYSTEM http://suny.dsbeta.com/ (beta) and Metaliteracybadges.org (permanent) 50
- 51. ❖ A record of achievement ❖ Acknowledgement of an accomplishment ❖ Indication of a proven skill ❖ Evidence of learning ❖ Verification of competency ❖ Validation of non-traditional skills or experiences What is a Digital Badge? The Badge CC BY-SA Kyle Bowen
- 52. Credly Page
- 56. Implementations • UUNI 110: Writing and Critical Inquiry • UUNI 110: Writing and Critical Inquiry • ECPY204U: Principles of Career and Life Planning • AENG 240V: Writing America • UNL 207: Information Literacy • ESPY 120: Psychology of Academic and Personal Effectiveness • Honors Program • ERDG 500: Classroom Literacy Instruction • IINF 200: Research Methods • RPOS 250: Current Policy Debates Viewed Through a Social Science Lens • GOG 160: China: People and Place • CEHC 210: Critical Inquiry and Communication • nciples of Career and Life Planning • AENG 240V: Writing America • UNL 207: Information Literacy
- 57. GENERAL EDUCATION INFORMATION LITERACY COURSES Integrating Metaliteracy 57
- 58. Demonstrate self-empowerment through interaction and the presentation of ideas (learners are both students and teachers) Students earned the Empowered Learner badge Team-based activities: • Developing potential badge content • Session with instructor of lower level writing course • Preparation for teaching • Teaching lower level students 58
- 59. Value user-generated content and critically evaluate contributions made by others: see self as a producer as well as consumer, of information 59 Michelle Ebanks Barbara Masekela
- 61. • “When designed with students as the central drivers of their learning, MOOCs can foster important lifelong learning competencies related to self-regulation and learner agency.” • “This decentralized learning model, however, calls for a supportive pedagogy that addresses the learning processes needed for students to take on active roles as participants, contributors and teachers.” 61 O’Brien, K., Forte, M., Mackey, T. P., Jacobson, T.E., “Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas.” (under review). Open Praxis. 2017. Pedagogy
- 63. Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals https://www.coursera.org/learn/metaliteracy
- 64. Metaliteracy YouTube Channel Metaliteracy Learning Collaborative
- 66. Questions? 66
- 67. 2:35-3:00pm Breakout groups: share and refine individual plans 67
- 68. Breakout Session One • Use this time to reflect on what you have learned about metaliteracy. What elements are you already using in your classes, and how are each currently applied? • Identify the elements of metaliteracy that are new to you and your teaching. How would these newer elements enhance your learning goals for students? How might you begin to incorporate them? 68
- 69. Breakout Session Two • Working with other faculty and the librarian at your table, share what you developed in breakout session one. We will ask one person per table to give a brief overview of key ideas when we reconvene. 69
- 70. 3:00pm-3:30pm Reconvene for reports and last thoughts 70
- 71. Tom Mackey, Ph.D. Vice Provost for Academic Programs and Professor Office of Academic Affairs SUNY Empire State College Tom.Mackey@esc.edu @TomMackey Trudi Jacobson, M.L.S., M.A. Distinguished Librarian Head, Information Literacy Department University Libraries University at Albany, SUNY Tjacobson@albany.edu @PBKTrudi 71
Notas do Editor
- Trudi
- Trudi
- The NMC Horizon Report 2017 addresses Selected Trends such as Advancing cultures of innovation and Deeper learning approaches and also Selected Challenges such as Improving digital literacy and Integrating formal and informal learning
- “Learning institutions are challenged to encourage self-directed learning experiences and to guide students toward the wealth of resources available, such as online courses that reward students with certificates or digital badges, or public assets published by libraries, museums, and cultural centers.”
- NEW MEDIA CONSORTIUM JUST RELEASED Digital Literacy in Higher Education, Part II Similar to metaliteracy this report also features content creation, empowerment, and information literacy as core, and states: “Digital literacies ultimately combine information and media literacy” but metaliteracy goes beyond this.
- Tom… mention the original article from 2011…
- Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced in information literacy” (p. 6).
- Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced in information literacy” (p. 6).
- Tom
- Tom
- “Kota Yamano, a Tokyo-based blogger, found the same photograph printed in a Japanese-language travelogue published in 1935, almost two years before Earhart and Noonan disappeared. The caption underneath the photo says nothing about the identities of the people in the photograph, which apparently depicts a regular old harbor, rather than a harbor and two missing celebrities.”
- Trudi
- Expanding the idea of empowerment. Students often don’t see themselves in these roles. It is important that they have the mindset and abilities needed to undertake these roles successfully
- “…in order to ascertain the value of the material for that particular situation“ Understand for example that Wikipedia is developed by a community of users and that while there have been hoaxes such as the infamous John Seigenthaler case, the community was able to correct the false information originally presented, but this required critical thinking and listening to the original victim of this hoax, John Seigenthaler himself and then making the necessary corrections within the context of this open environment.
- And go beyond factcheck.org--- this is just one example to illustrate the point but of course we need to check multiple sources of information and fact check on our own.
- As part of the critical thinking process we need to understand the context for information, and the differences in how information is transmitted through traditional sources and social media. In this example the feedback mechanism is the open environment of Speaker’s Corner in London where individuals and groups express their views in a peaceful way.
- We also have multiple feedback mechanisms through social media such as online reviews for hotels, movies, books, airline seats, as well as status updates via Facebook, Twitter, etc. How do we understand these sources of information and critically evaluate these sources, making sure we understand the origins of the information and who transmitted the information and to what extent anonymity had an impact on the reliability of the information. How do we effectively contribute to the feedback mechanisms ourselves as active and responsible digital citizens.
- “…in order to ascertain the value of the material for that particular situation“ Understand for example that Wikipedia is developed by a community of users and that while there have been hoaxes such as the infamous John Seigenthaler case, the community was able to correct the false information originally presented, but this required critical thinking and listening to the original victim of this hoax, John Seigenthaler himself and then making the necessary corrections within the context of this open environment.
- “So, metaliterate individuals don’t just post random thoughts that are not based in truth. They learn that in a public space they have a responsibility to be fair and accurate.”
- Trudi Shows a blog created by a student in an information literacy course at the University at Albany, Spring 2017 More than what some of the students in the course did, took the ML concepts and ran with them. Also invited others to follow her on tumblr
- Trudi: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced in information literacy” (p. 6).
- 5 Standards, 6 Frames Quick overview of the larger structures of the two The standards were, on the whole, linear, while the framework provides tools to think with, in the words of Gardner Campbell. He says “Conceptual frameworks are not things to do. Conceptual frameworks are tools for understanding, tools to think with” and this is a primary difference from the standards—they were things to do. A framework informs all that one does. http://www.gardnercampbell.net/blog1/?p=2703#comments
- Affective element (habits of mind), behavioral and cognitive (behaviors demonstrating understanding), underpinning ideas encompass both ML and the threshold concept you find in each frame
- Transformative—cause the learner to experience a shift in perspective; Integrative—bring together separate concepts (often identified as learning objectives) into a unified whole; Irreversible—once grasped, cannot be un-grasped; Bounded—may help define the boundaries of a particular discipline, are perhaps unique to the discipline; Troublesome—usually difficult or counterintuitive ideas that can cause students to hit a roadblock in their learning.
- Can enter into the conversation, language
- This aligns with the deeper learning experience of the Horizon Report, certainly when you compare it to the Standards
- Information literacy as informed by metaliteracy
- These information production projects align well
- Translation of the ML Learning goals and objectives into learning mechanism
- Visual icon that represents an achievement, demonstrated skill or ability - similar to traditional merit badges - What distinguishes a digital badge from a traditional merit badge is metadata – information embedded into the badge image that tells you how the badge was earned, what kind of learning took place - can include evidence, verification by issuing authority (like a certificate), validation of non-traditional skills that often occur outside of the classroom
- Credly metadata Credly is a badge issuing platform a badge repository – allows students to collect, store, and share their earned badges Focus on digital citizen badge for grant - covers concepts such as information ethics, personal privacy, and online identities. Goal to refine digital citizen badge for educators and to use this as a model for other discipline specific applications.
- First conceptualized in 2012 by members of the Metaliteracy Learning Collaborative. The Metaliteracy learning objectives were used as the foundation for the design of the badging system, which includes four digital badges and the Metaliterate Learner uber badge. Each badge is a title that students can claim and display once they have mastered a particular series of learning activities. Badge does not indicate end of learning but rather transformed learning -- new ways of thinking and practices that can be applied to future learning experiences.
- Metacogntition, self-reflective learning activities Requires viewing by instructor Model where librarians work with disciplinary faculty – lesson planning, set up course pages, they are responsible for assigning and reviewing work metaliteracy is largely grounded in metacognition and affective aspects of learning - encouraging self-reflection and self-awareness of their own learning processes and how they feel about their learning. Activities are reflective in nature -- often require short written assignment or worksheet or digital creation submitted through an online form in the system -- Students can resubmit. Because of this the metaliteracy exercises could not be automated, and require an instructor to review, provide feedback, and approve the work. In order to accommodate this process we came up with a model where the librarians are working with the faculty to incorporate these metaliteracy badge quests into their own courses, and faculty are reviewing the work of their own students.
- Digital badges have been valuable for encouraging instructors to incorporate these concepts into their courses and have facilitated collaborative lesson planning and instruction. Consultation to integrate badges and create course pages Integration into course syllabus and assignments Flipped model: i.e. assigned quest paired with library instruction
- Trudi The badge system has drawn interest across disciplines and opened up opportunities for collaborative partnerships as we work with faculty to integrate the metaliteracy badges into their courses and customize the system for their needs.
- Just highlights from a couple of library-based information literacy courses that incorporate ML/Framework
- Learning objective within Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals (mentioned earlier) Not only did students work through the Empowered Learner badges and quests (as flipped classroom content), in their teams, they were asked to write one of our missing badge units They also had the opportunity to put into play the learner as teacher element from ML
- Greg’s course
- Tom
- mention the new article and these key points.
- Stephen Downes and gRSShopper aggretator
- MOOCs as open and lifelong learning; pursuing knowledge and both academic and professional credentials; alternative credentialing; online discussions; peer assessments;
- Here’s a summary of what we’ve been talking about…