Promoting Metaliteracy and Metacognition in Collaborative Teaching and Learning
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Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
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Promoting Metaliteracy and Metacognition in Collaborative Teaching and Learning
- 1. Promoting Metaliteracy and Metacognition in Collaborative Teaching and Learning 1 Trudi Jacobson and Tom Mackey #metaliteracy NOLA Information Literacy Collective Friday, August 11, 2017 3:00pm Central Time (4PM EST) Follow our Metaliteracy.org blogFollow our Metaliteracy.org blog
- 2. What we’ll talk about • What is metaliteracy? • Metaliteracy-related projects – Digital badging system – MOOCs • Q & A 2
- 3. “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). 3 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
- 4. 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).
- 5. 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).
- 7. 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
- 8. Learner Roles Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
- 9. ACRL Framework Introduction “…this Framework draws significantly upon the concept of metaliteracy, which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces.” http://www.ala.org/acrl/standards/ilframework#introduction 9
- 10. ACRL Framework Introduction “Metaliteracy demands behavioral, affective, cognitive, and metacognitive engagement with the information ecosystem. This Framework depends on these core ideas of metaliteracy, with special focus on metacognition, or critical self- reflection, as crucial to becoming more self- directed in that rapidly changing ecosystem.” http://www.ala.org/acrl/standards/ilframework#introduction 10
- 11. METALITERACY GOALS AND LEARNING OBJECTIVES 11
- 12. 12 Evaluate content critically, including dynamic, online content that changes and evolves, such as articles preprints, blogs, and wikis How can we learn to reject fake news in the digital world? “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)
- 13. 13 “How to Spot Fake News” (Kiely and Robertson, November 18, 2016) Assess content from different sources, including dynamic content from social media, critically
- 14. 14 “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
- 15. Place an information source in its context (for example, author’s purpose, format of information, and delivery mode) 15“Journalism Stalwart Condemns ‘Flawed’ Wikipedia” (Journalism.co.uk, December 6, 2005)
- 16. Understand Personal Privacy, Information Ethics and Intellectual Property Issues 16 https://en.wikipedia.org/wiki/File:Internet_dog.jpg
- 17. Value user-generated content and critically evaluate contributions made by others: see self as a producer as well as consumer of information 17 http://digitalstorytelling.coe.uh.edu/index.cfm?id=44&cid=44
- 18. Apply copyright and Creative Commons licensing as appropriate to the creation of original or repurposed information 18https://flic.kr/p/dp7BN7
- 19. Determine the value of formal and informal information from various networked sources (scholarly, user-generated, OERs, etc.) 19 https://textbooks.opensuny.org/category/available-now/
- 20. Share Information and Collaborate in Participatory Environments 20 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)
- 21. https://metaliteracystudent.tumblr.com Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals
- 23. ❖ 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
- 26. Credly Page
- 27. 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
- 28. Grant Project: Teaching Digital Citizenship with Metaliteracy Badges • Collaborative project: University at Albany & Empire State College • Adapts Metaliteracy Badging System to produce a customized badge for teacher education programs • Includes a suite of resources for higher education faculty and K-12 educators interested in metaliteracy and digital badging • Enhances students’ ability to participate successfully and responsibly as digital citizens • Foregrounds exciting disciplinary overlaps between literacy studies and metaliteracy IITG Project Page
- 30. Digital Citizenship • Create a discipline-specific Digital Citizen badge for teachers in a graduate education program. • Critical area of knowledge, both K-12 and beyond • International Society for Technology in Education (ISTE) standards • SUNY Task Force on Social Media Responsibility • No one’s responsibility to teach in some depth • Teaching graduate students who will then teach at K-12 level a double benefit
- 31. Digital Citizenship for Educators • Customization Features • Rubrics • Templates • Guides • Pilot for future collaborations
- 32. 3 METALITERACY MOOCS: CONNECTIVIST, COURSERA, & CANVAS 32 First Connectivist MOOC: http://metaliteracy.cdlprojects.com/what.htm
- 33. Empowering Yourself in a Connected World Animoto video for Coursera MOOC created and produced by Kelsey O’Brien
- 34. Metaliteracy YouTube Channel Metaliteracy Learning Collaborative
- 35. 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 35
Notas do Editor
- May want to de-emphasize projects, and add sub bullets as presentation shapes up
- 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).
- Trudi start here
- Trudi
- Trudi
- Tom
- 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.”
- Trudi: Shows a blog created by a student in an information literacy course at the University at Albany, Spring 2017
- 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
- Trudi 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.
- Tiered structure: quest, challenges, etc. Indication of mastery, important to us that badge is substantial, worth displaying Each of the four master badges has its own constellation, which is essentially an illustrated curriculum map. We used the ML learning objectives to map out overall goals and break them down into measurable learning competencies and assessments. This created a hierarchy of learning activities - in which student are starting with more basic concepts and advancing through more complex, synthesizing activities - to ultimately earn the master badge. Earning a badge is an indication of in depth-engagement with the concepts. It was important to us that the master badges were substantial/worth displaying on a portfolio or resume.
- 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.
- 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. Many of these IL Gen Ed courses. Digital badges have been valuable for encouraging instructors to incpororate these concepts into their courses and hace 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
- Each of the four master badges has its own constellation, which is essentially an illustrated curriculum map. We used the ML learning objectives to map out overall goals and break them down into measurable learning competencies and assessments. This created a hierarchy of learning activities - in which student are starting with more basic concepts and advancing through more complex, synthesizing activities. Mainly implementing this system through UAlbany Libraries. Disciplinary faculty can assign badge activities in their courses, and review the work of their own students. lower level achievements are internal to the system, serve as milestone indicators - master badge can be shared shared on digital portfolios and professional profiles such (LinkedIn)
- Digital Literacy and Digital Citizenship are considered critical areas of knowledge - Frameworks such as the ISTE standards stress the importance of teaching safe and and ethical online practices, SUNY Chancellor initiated task force - focusing on responsible use of social media - definitely a common concern But the responsibility for teaching these skillsets doesn’t necessarily fall on anyone in particular- so often students are not getting instruction in this area Stephanie saw a need to teach her students who would then translate to their future classrooms By incorporating the Digital Citizen badge into Graduate courses in Education programs: we aimed to certify that new teachers are conversant with these topics but also wanted them to consider how they would teach these concepts to their future students.
- We planned to customize the Digital Citizen badge for educators Goal: to use this as a pilot for other customized disciplinary uses of the system Original approach was to create features such as rubrics and templates that would guide instructors through a similar customization process as they implemented the badges within their courses
- Tom