Metaliteracy: Emphasizing the Role of Learning Trudi Jacobson, University at Albany

1. 3Ts 2012: Engaging Students with Transliteracy, Technology and Teaching Metaliteracy: Emphasizing the Role of LearningTrudi Jacobson, University at Albany

2. First: Broaden the scope of our goals as we teach students to be information literate Themes

3. Metaliteracy might be defined as a “comprehensive reinvention of information literacy for revolutionary social media environments.” Mackey , T.,& Jacobson, T. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries,72(1): 62-78. Metaliteracy

4. Second: Learn from information literacy models and initiatives outside this country Themes

5. Third: Be open to teaching methods that engage our students and encourage learning Themes

6. Instructor as learner Learning from international initiatives Students taking responsibility for learning Emphasizing the Role of Learning

7. “the concept of information literacy has relevance for faculty members, librarians, students, administrators, and the institution as a whole.” Middle States Commission on Higher Education, 2003. Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum. Middle states

8. Changing Nature of information literacy

9. New Literacies Gain in Import • Media Literacy • Visual Literacy New Models Needed • Seven Pillars • Visual Literacy Standards Changing nature of info literacy

10. Then: Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.“ American Library Association. (1989). Presidential Committee on Information Literacy: Final report. Retrieved from http://www.ala.org/acrl/publications/whitepapers/presidential Changing nature of info literacy

11. Determine the extent of information needed Access the info effectively and efficiently Evaluate information and its sources critically and incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand economic, legal and social issues surrounding the use of information www.ala.org/acrl/standards/informationliteracycompetency ACRL il competency standards

12. 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/)

13. Metaliteracy promotes critical thinking, collaboration, and also metacognition, which involves thinking about one’s own thinking. Mackey , T.,& Jacobson, T. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries,72(1): 62-78. metaliteracy

14. the format becomes literally irrelevant no longer answer the question, but rather question the answer Gail Bush http://www.nl.edu/news/informationtransliteracy.cfm Changing nature of Info literacy

15. “it is imperative to accommodate the change to an information-ready, networked, highly social, online world. This might be termed ‘group-as-information-creators-and-sharers’ perspective.” UAlbany, Department of Informatics Changing nature of information literacy

17. Survey Results Changing nature of information literacy

18. Which frameworks and literacies are connected to IL Which literacies are appropriate to teach as a part of IL How respondents keep up with changing technologies and information literacy concepts Selected Survey topics

19. Components of IL

20. Important Literacies for il instruction

21. Technologies students learn

22. Library technologies: catalog and databases Web navigation Collaborative writing technologies Portfolio software Citation software Concept mapping software Other Technologies

23. “Students waste enough time on this nonsense left to their own devices.” One survey response

24. Does lack of knowledge or skills keep you from teaching items you would like to include?

25. “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.” Comments

26. International initiatives

27. Seven Pillars Model

28. Seven Pillars in Circular format

29. Understands: What types of information are available The characteristics of the different types of information source available to them and how they may be affected by the format (digital, print) The publication process in terms of why individuals publish and the currency of information Issues of accessibility What services are available to help and how to access them SCOPE : Can assess current knowledge and identify gaps

30. Is able to: “Know what you don’t know” to identify any information gaps Identify which types of information will best meet the need Identify the available search tools, such as general and subject specific resources at different levels Identify different formats in which information may be provided Demonstrate the ability to use new tools as they become available Scope

31. Is able to: Select appropriate publications and dissemination outlets in which to publish if appropriate Develop a personal profile in the community using appropriate personal networks and digital technologies (e.g. discussion lists, social networking sites, blogs, etc.) Manage

32. Unesco

33. International Media and Information Literacy Survey (IMILS) discussion group Access through groups.google.com IMILS

34. Teaching with Team-Based Learning The changing nature of teaching (and Learning)

35. Student learning in action

36. A special form of collaborative learning using a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. Sweet, M. http://issuu.com/ubc-aspc-cis/docs/what-is-tbl Team-Based Learning (TBL)

37. Large, permanent teams • Accountability, through pre-class preparation and to the team • Teams make complex decisions using simple reporting mechanisms • Teams receive frequent and timely feedback http://tblc.roundtablelive.org/Resources/Documents/TBL%20Handout%20Aug%2016-print%20ready%20no%20branding.pdf Team-Based Learning

38. Student preparation before class • Readiness assessment test (RAT) • Individual • Team (with immediate feedback) • Appeals • Instructor clarification Followed by • Application exercises Readiness assurance process

39. Engaging students Using TBL in the course reinforces the idea of students as creators and sharers of information

40. Team webpage

41. http://tblc.roundtablelive.org/

42. Because you have to. The course is a requirement and a useful one at that. • Information Literacy actually helps you to better understand the information you get when using search engines like Google. • If your major is history, political science, or another major that requires extensive research, taking information literacy will make all your future research projects much less stressful. Reasons for taking an IL course

43. THANK YOU! Do you have any questions?