Metaliteracy: Reflective and Empowered Lifelong Learning
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This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
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Metaliteracy: Reflective and Empowered Lifelong Learning
- 1. Metaliteracy: Reflective and Empowered Lifelong Learning 1 Thomas Mackey and Trudi Jacobson #metaliteracy Second Encounter of Reading in Higher Education: Literacy in Everyday Life La Universidad de Guadalajara Friday, November 25, 2017 9:00am-10:00 am
- 2. What we’ll talk about • Metaliteracy – What it is – How it complements/extends literacy – Applicability of its learning objectives • Metaliteracy-related projects – Digital badging system – MOOCs • Q & A 2
- 3. • “750 million youth and adults still cannot read and write” • “250 million children are failing to acquire basic literacy skills.” • “This results in an exclusion of low-literate and low-skilled youth and adults from full participation in their communities and societies.” – (UNESCO, Literacy) 3 Literacy Inequalities
- 4. “Beyond its conventional concept as a set of reading, writing and counting skills, literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, text mediated, information-rich and fast-changing world” (UNESCO, Literacy). 4
- 7. “…digital literacy transcends the basic operations of using a technology…learners must be able to combine those skills with reflection, imagination, and awareness of their implications …” (NMC.org, p. 1). 7
- 8. “Taken together, globally, there is a large- scale, big picture move towards transforming learners and users into digital creators” (NMC.org, p. 12). 8
- 9. “At some point, production may become as essential to digital literacy — indeed, to social life — as consumption. If that future comes to pass, now is the time to creatively and collaboratively prepare for it” (NMC.org, p. 34). 9
- 10. THE WEB IS PARTICIPATORY 10
- 11. 11 Rafael Lozano-Hemmer, “Vectorial Elevation, Relational Architecture 4”, 1999 Zocalo Square, Mexico City, México. http://www.lozano-hemmer.com/vectorial_elevation.php
- 12. 12 Rafael Lozano-Hemmer, “Vectorial Elevation, Relational Architecture 4”, 1999 Interactive art installation 18 searchlights controlled by 3D Interface 800,000 participants from 89 countries Zocalo Square, Mexico City, México.
- 13. • Promotes critical thinking and collaboration • Provides a framework to effectively participate in social media and online communities • Supports acquiring, producing, and sharing knowledge in collaborative online communities 13 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
- 14. 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).
- 15. 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).
- 16. 16 “Metaliteracy asks that individuals understand on a mental and emotional level the potential impact of one’s participation.” (Mackey & Jacobson, 2016) ” Mackey & Jacobson, How can we learn to reject fake news in the digital world?
- 17. 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” (Preface).
- 18. Metaliteracy in Practice (Jacobson and Mackey, 2016). “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).
- 19. 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
- 20. Learner Roles Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
- 21. I’d love to see my students take on the role of… Quick Reflection
- 22. METALITERACY GOALS AND LEARNING OBJECTIVES 22
- 24. 24 Michelle Ebanks Barbara Masekela See self as producer and consumer
- 25. https://metaliteracystudent.tumblr.com Demonstrate ability to connect learning and research strategies
- 26. Assess dynamic content critically 26 Image: Blue Fountain Media
- 27. Understand feedback mechanisms and context in traditional and social media platforms 27 https://www.ifla.org/drupal/publications/node/11174
- 28. Understand Personal Privacy, Information Ethics and Intellectual Property 28Image from the article, How can we learn to reject fake news in the digital world?
- 29. Apply copyright and Creative Commons to original or repurposed information 29 https://www.flickr.com/photos/21907270@N05/2117607887
- 30. Determine the value of formal and informal information 30 https://textbooks.opensuny.org/the-information-literacy-users-guide-an-open-online-textbook/
- 31. Share Information and Collaborate in Participatory Environments 31
- 34. METALITERACY DIGITAL BADGING SYSTEM http://suny.dsbeta.com/ (beta) and Metaliteracybadges.org (permanent) 34
- 35. ❖ 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
- 36. Credly Page
- 40. Implementations • UUNI 110: Writing and Critical Inquiry • Writing and Critical Inquiry • Principles of Career and Life Planning • Writing America • Information Literacy • Psychology of Academic and Personal Effectiveness • Honors Program • Classroom Literacy Instruction (graduate level course) • Research Methods (Informatics) • Current Policy Debates Viewed Through a Social Science Lens • China: People and Place • nciples of Career and Life Planning • AENG 240V: Writing America • UNL 207: Information Literacy • ESPY 120: Psychology of Academic and Personal Effectiveness • Honors Program
- 41. 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 41
- 43. https://www.coursera.org/learn/metaliteracy Empowering Yourself in a Connected World
- 44. • MOOCs must be designed with learners as central drivers of their learning • Foster lifelong learning competencies for self-regulation and learner agency • MOOCs are a decentralized learning model • Require a supportive pedagogy for students to take on active roles as participants, contributors and teachers 44 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.” Vol. 9, No. 3. Open Praxis. 2017. As Pedagogical Framework
- 46. Thomas 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 46
Notas do Editor
- Tom and Trudi
- Trudi
- Tom: “UNESCO encourages innovative literacy solutions and access to lifelong learning through the use of ICTs by supporting dialogue and cross-sector collaboration that connects and promotes literacy learning with digital technologies.” -(UNESCO What UNESCO Does on Literacy)
- Tom
- Tom: “On September 25th 2015, countries adopted a set of goals to end poverty, protect the planet, and ensure prosperity for all as part of a new sustainable development agenda. Each goal has specific targets to be achieved over the next 15 years.”
- Tom: “UNESCO works through its global network, field offices and institutes and with its Member States and partners to advance literacy in the framework of lifelong learning, and address the literacy target 4.6 in SDG4 and the Education 2030 Framework for Action.”
- Trudi: from the New Media Consortium, publishers of the various Horizon reports: moving beyond the idea of digital literacy as technology-based—there are critical mindset components
- Trudi: recognition that individuals are not simply looking for information, consumers of information
- Tom…production IS essential and metaliteracy places this in the forefront…
- Tom
- Tom: Interactive art installation by Rafael Lozano-Hemmer; Celebration for Year 2000 at Zocalo Square, Mexico City; Through an interactive web site over 800,000 participants from 89 different countries participated in this two-week art project.
- Tom: Participants from around the world created light designs, using the interface available at the interactive web site from anywhere in the world, that were projected live at Zocala Square in Mexico City and then saved as a personalized web site documenting the design, the light projection, and any comments made by the participant. 18 searchlights were positioned around the square and were controlled by the 3D interface
- 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). Maybe a bit more from this section in the book
- Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced in information literacy” (p. 6).
- Trudi: a piece that Tom and I wrote for The Conversation, which publishes articles written by academics but in a very accessible manner. We addressed, shortly after the US presidential election, how metaliteracy might help tackle the issue of fake news
- Trudi: As the previous slide shows, we can’t focus solely on the academic realm and scholarly information. If we do, learners will not be prepared for the wide range of information they will work with and contribute to throughout their lives
- Trudi: As we’ve seen, the changes in the last few years have been revolutionary. We all need to be prepared for coming dramatic change, and metacognition, or thinking about our thinking and critically regulating what we then do, will be key
- Trudi
- 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 Tom jump in
- Trudi: Just take a few seconds and think about this. Is there a role you would like your students to take on, one that they might be hesitant to or may never have thought of themselves doing? Or perhaps you envision a role not shown here?
- Tom
- Tom: “This mosaic is intended to commemorate the one millionth uploaded file at Wikimedia Commons. We chose the Wikimedia Foundation[1] logo because it would be easy to represent well at a fairly coarse resolution, because it is a relatively simple image, and because it represents the Foundation itself. The point of this mosaic is to visually represent the breadth of images that are available here at Commons. We picked a representative starting set but we need more images.”
- Trudi: Learning objective in action: in a colleague’s course, he had students meet a real information need by researching and writing biographies of two women who needed Wikipedia entries. These students had used Wikipedia for years, but knew nothing about the creation of entries there. What they found especially uncomfortable was that other Wikipedia users could edit the entries they’d written on Michelle Ebanks and Barbara Masekela—they was a vivid learning experience for them, and a chance to value the user-generated content that Tom just mentioned
- Trudi: …and personal, academic, and professional goals… 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
- Tom: Assess content from different sources, including dynamic content from social media, critically Also mention related Evaluate Content Critically
- Tom: 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.
- Tom
- Tom
- Trudi: affirms the value of original and repurposed information in participatory spaces, while also critically differentiate between these sources. This slide refers to an open textbook I wrote with a number of colleagues in my department, part of a larger State University of New York open textbook project—it is being used as written by some, but others are adding content that meets the needs of their students.
- Tom: “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.”
- Tom: Here’s a summary of what we’ve been talking about…
- Trudi
- Trudi: Translation of the ML Learning goals and objectives into learning mechanism
- Trudi: 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: 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: 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. Tom talks about quest development and badge as credential itself
- Trudi: 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. 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.
- Trudi: (How instructors use) 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.
- Trudi: 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
- Tom: explain what MOOCs are; Stephen Downes and gRSShopper aggregator Trudi students not really prepared
- Tom: MOOCs as open and lifelong learning; pursuing knowledge and both academic and professional credentials; alternative credentialing; online discussions; peer assessments; Students evaluating work of other students, learner as teacher, helping each other out
- Tom: discuss self-regulation and learner agency. For the third bullet – some MOOCs are not decentralized, but rather lecture-oriented – maybe instead: "xMOOCs have moved away from decentralized learning model"? Or "MOOCs offer opportunity for decentralized learning model"? Or just "MOOCs as decentralized learning model" to serve as a talking point. Not creating MOOCs or badges about ML as a topic but using MOOC technology to advance ML as a framework for learning, underpinned by G & O and concept that ML learner can be empowered in these spaces Shows that metaliteracy can be a firm base pedagogy but opportunities to be creative in developing them
- Trudi: If came up with another role for your students, please let us know