Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
2. What we’ll talk about
• Digital literacy is not enough
• Metaliteracy
• ACRL Information Literacy Framework
• Metaliteracy-related projects
– Digital badging system
– MOOCs
• Q & A
2
4. “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).
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
5. “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).
5
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
9. • “Metaliteracy promotes critical thinking and
collaboration in a digital age, providing a comprehensive
framework to effectively participate in social media and
online communities” (p. 62).
• “It is a unified construct that supports the acquisition,
production, and sharing of knowledge in collaborative
online communities” (p. 62).
9
Thomas 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
10. • “Information literacy is central to this redefinition
because information takes many forms online and is
produced and communicated through multiple
modalities” (p. 62).
• “Metaliteracy challenges traditional skills-based
approaches to information literacy by recognizing related
literacy types and incorporating emerging technologies”
(p. 62-63).
10
Thomas 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
11. 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).
12. 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. Metaliteracy in Practice
(Jacobson and Mackey, 2016).
“Metaliteracy applies to all stages
and facets of an individual’s 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)
16. 16
“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
17. 17
“Digital literacy supports the effective use of digital
technologies, while metaliteracy emphasizes how we
think about things. Metaliterate individuals learn to
reflect on how they process information based on their
feelings or beliefs.”
“How can we learn to reject fake news in the digital world?”
(Mackey & Jacobson, The Conversation, December 5, 2016)
Evaluate content critically, including dynamic, online
content that changes and evolves, such as articles
preprints, blogs, and wikis
18. 18
“How to Spot Fake News”
(Kiely and Robertson, November 18, 2016)
Assess content from different sources, including
dynamic content from social media, critically
19. 19
“Now you can fact-check Trump’s tweets — in the tweets themselves”
(The Washington Post, December 19, 2016)
Understand the
differing natures
of feedback
mechanisms and
context in
traditional and
social media
platforms
20. 20
“Journalism Stalwart Condemns ‘Flawed’ Wikipedia”
(Journalism.co.uk, December 6, 2005)
Place an
information
source in
its context
(for example,
author’s purpose,
format of
information, and
delivery mode)
21. Produce Original Content in
Multiple Media Formats
21
Educational Uses of Digital Storytelling:
http://digitalstorytelling.coe.uh.edu/index.cfm?id=44&cid=44https://www.flickr.com/photos/5chw4r7z/16375687852
22. Understand Personal Privacy, Information
Ethics and Intellectual Property Issues
22
https://en.wikipedia.org/wiki/File:Internet_dog.jpg
23. Value user-
generated content
and critically
evaluate
contributions
made by others:
see self as a
producer as well as
consumer, of
information
23
http://www.pewinternet.org/2016/11/11/social-media-update-2016/
24. 24
Value user-
generated content
and critically
evaluate
contributions
made by others:
see self as a
producer as well as
consumer, of
information
25. Apply copyright and Creative Commons
licensing as appropriate to the creation of
original or repurposed information
25
https://www.flickr.com/photos/21907270@N05/2117607887
26. Determine the value of formal and informal
information from various networked sources
(scholarly, user-generated, OERs, etc.)
26
https://commons.wikimedia.org/wiki/File:OER_Logo_Open_Educational_Resources.png
27. Share Information and Collaborate
in Participatory Environments
27
Image: magicatwork
“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)
28. Demonstrate ability to connect learning and
research strategies with lifelong learning processes
and personal, academic, and professional goals
https://www.coursera.org/learn/metaliteracy
30. 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
31. Learner Roles
Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
34. 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. Goals for the Framework
• A flexible system of learning information
literacy concepts that can be tailored to
individual settings
• Recognizes 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)
37. Goals for the Framework
• Importance of metacognition (thinking
about one’s 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 Kuhlthau’s work, amongst others)
38. 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
39. The Framework vs. The Standards
• 4 domains addressed:
cognitive, affective,
behavioral, metacognitive
• Learners as information
consumers and producers
• 6 Frames
• Learning outcomes and
assessment locally-based
• Faculty involvement critical
• Emphasis on behavioral
and cognitive domains
• Learners as information
consumers
• 5 Standards, 22
Performance Indicators
• Learning outcomes
specified
• Meshes with one-shots
Framework Standards
42. 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)
42
43. 43
“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?
44. 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”
46. 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
47. 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
49. Curriculum Design Considerations
• Want students to stay in liminal state long
enough to learn (B. Fister)
• Design with colleagues
• Faculty and librarians identify existing
connections
• Faculty and librarians co-develop assignments
• Position frames strategically across the
curriculum
• Align threshold concepts with learning outcomes
(or create new learning outcomes)
50. Curriculum Design Considerations
• Design learning activities or lessons
around threshold concepts
• Allow for confusion and uncertainty
• Revisit the concept more than once
• Revise 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)
51. 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)
53. What is a digital badge?
o Record of an
accomplishment
o Corresponds to
knowledge shown or
abilities proven
o A component in the
competency-based
education movement
o Methods of gauging
accomplishment varies
o For metaliteracy
badges, reading by
humans important,
given nature of the
learning
Image Source: Girl Guides of Canada, CC-BY
59. Preliminary Observations
Students
• Student engagement
dependent upon faculty
buy-in
• Students put a great deal of
themselves into their work
• Interest in earning badge
– “something unusual to
discuss with interviewers”
• Potential to earn badge
appeared to increase
student motivation
Faculty
• Level of interest varied
dependent on context
• Willingness to take the time to
review
• Frequently select quests that
cover traditional content
• Willingness to embed open
content
• Sometimes led to additional
collaboration with librarians
59
67. 67
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
Editor's Notes
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: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced
in information literacy” (p. 6).
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 has been created by The Washington Post to fact-check posts made by DJT and to provide feedback indicating whether or not the information is actually true or false. While this is helpful we also need to build this kind of critical thinking into our own evaluation of information found online.
“…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.”
MOOCs as open and lifelong learning; pursuing knowledge and both academic and professional credentials; alternative credentialing; online discussions; peer assessments;
Shows a blog created by a student in an information literacy course at the University at Albany, Spring 2017
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
Long have heard that we don’t need to turn students into novice librarians, but actually, the key concepts we understand will only help them
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
Trudi: digital badging: a culture of innovation, also a way to integrate formal and informal learning: transcripts reflect the formal, but digital badges can reflect the less formal, they live up to their category of micro-credentials: can tell what competencies badge holders have versus a transcript of course numbers/titles
Skepticism about badges
When many people hear the word “badge” they think of this, but it’s really become something so much more.
Competency based education – libraries and info lit
Badging fit with metaliteracy
Those interested in learning what was involved in earning a badge has this metadata to refer to.
Four content badges in the system, along with the master ML badge
Built on the premise that significant effort is needed to earn a badge
old graphics
Shows how the badges are being integrated into courses across the curriculum, non-library faculty members valuing the experience enough to take the time to assess their students’ work