Presentation from ALLA 2014 by Carolyn Starkey and Wendy Stephens

1. Tools and
Competencies of
Metaliteracy
Carolyn Jo Starkey
SVHS/JCIB/SVTA
Alabama State University
Alabama Library Association Annual Conference
Wednesday, April 23, 2014www.yourspeakeasy.com

2. http://avalaunchmedia.com/infographics/the-complete-history-of-social-media

3. blog.speaksocial.net
We
started
talking…

4. ….and
refused
to stop.

5. http://www.edudemic.com/internet-minute-infographic/

6. Developed in 2008 by
Brian Solis, The
Conversation Prism is a
visual map of the
social media
landscape. It’s an
ongoing study in digital
ethnography that
tracks dominant and
promising social
networks and
organizes them by how
they’re used in
everyday life.
The Conversation Prism 2008

7. The Conversation Prism 2009

8. The Conversation Prism 2010

9. The Conversation Prism 2013

11. …the information
superhighway has given way to
a collaborative social network.
Information in this decentered
environment is fragmented and
transient, requiring new
approaches to literacy
education.
--Mackey and Jocobson, (2014),
p. 8

12. As a reframing of
information literacy,
it (metaliteracy)
highlights
metacognition, or
thinking about one’s
thinking, as an
essential reflective
practice for self-
empowerment,
participation, and
cooperation in
today’s open social
media environment.
http://nelig.acrlnec.org/content/2013-annual-
program-abstracts

14. “This approach leads to expanded
competencies for adapting to the ongoing
changes in emerging technologies and for
advancing critical thinking and
empowerment for producing, connecting,
and distributing information as independent
and collaborative learners.”
–Jacobson and Mackey, 2013

15. For some students, metaliteracy may be a way to augment
their practice of the tools they already use by encouraging
them to evaluate user feedback and dynamic content
critically, create contexts for user-generated information,
and understand privacy, ethics, and intellectual property
issues in a shifting information landscape. For others, the
framework of metaliteracy creates an imperative for
educators to increase student access to and understanding
of the tools, skills, and knowledge they need to succeed in
the world and to be active participants.
--Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)

16. Every day, I see students who are adept with mobile
technology, but cannot attach a document to an email or
complete tasks on a computer that would be assumed
competencies in many workplace situations. Likewise, I also
see students who are very good at finding information and
fairly savvy about evaluating it, but feel disconnected from
the idea that they themselves are information producers.
--Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)

17. Metaliteracy asks us to think about what constitutes a
literate person in contemporary American society. It also
asks us how we can reconfigure our pedagogical philosophy
and teaching practices to ensure that our students leave
our institutions equipped to access and participate in the
many information communities available to them.
--Stephanie Debner (http://www.pcc.edu/library/about/metaliteracy)

20. Innovative Method of Tracking Competencies: Badging

21. Innovative Method of Tracking Competencies: Badging

22. Innovative Method of Tracking Competencies: Badging
1.Master Evaluator
2.Digital Citizen
3.Producer &
Collaborator
4.Empowered Learner

23. Innovative Method of Tracking Competencies: Badging

24. Innovative Method of Tracking Competencies: Badging

25. Innovative Method of Tracking Competencies: Badging

26. Innovative Method of Tracking Competencies: Badging

27. Innovative Method of Tracking Competencies: Badging

28. Innovative Method of Tracking Competencies: Badging

29. Questions