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TRANSCRIPT
REIMAGINING INFORMATION LITERACY AS METALITERACY
IN A CREDIT LIBRARY COURSEVera Lux
Bowling Green State University@thetruelight
#metaliteracy
WHAT IS METALITERACY?Conceptual framework developed by Tom Mackey and Trudi Jacobson– Reframing information literacy as a
metaliteracy. College & Research Libraries, 72(1), 62-78.
–MOOC– Learning Collaborative–Metaliteracy.org– Forthcoming book
IN THE AGE OF SOCIAL MEDIA, WE ARE ALWAYS PUBLISHING AND RESEARCHING
Jason Howie Some Rights Reserved
BLURRED LINES OF METALITERACY Teacher
Producer
Learner
Consumer
Four primary goals designed to support learning through four domains
Behavioral Affective
Cognitive Metacognitive
Primarily reflective and conceptual rather than skill-based
http://metaliteracy.org/learning-objectives/
THE METALITERATE LEARNER
LIB 2250/LIB2210–3 credit hour/1 credit hour–Entirely online–Modern LMS—Canvas–Mobile-friendly
CREDIT COURSES
Understand personal privacy, information ethics, and intellectual property issues in changing technology environments
Some rights reserved by Dave Hoffman
Students introduce each other (in pairs) to the class by what they can find out about the other person online.– Placed in the context of online privacy– Included instruction in basic searching
techniques and critical thinking skills– Strict guidelines about what should and
should not be included–Metacognitive
GOOGLE INTRODUCTIONS
“Doing this research is kind of like Hansel and Gretzel leaving breadcrumbs to follow and hope that they lead you some where. This was a very fun idea of getting to know each other.”
“When I had typed her first and last name she is the only student at BGSU directory that came up. I was able to find out her middle name as well and with this I was able to find a picture on google images. “
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“I am surprised that you could see so much from my Facebook, I have everything set to private. ”
“It’s actually creepy that I can find this information out so quickly via Facebook without even being your friend!”
“I wasn’t aware of how public all of my information was. This was a wakeup call for how easy it is to find something and I’m not sure if I like that. ”
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Share information and collaborate in a variety of participatory environments
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Students developed a digital learning object related to a course topic or their chosen research topic– Content types included blogs, infographics,
timelines, videos, presentations, and memes– Reinforces course concepts– Collaborative – Essay encourages metacognition
DIGITAL LEARNING OBJECTS
Demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals
What do you need to know
Determine how to find the
information
Find the informatio
n
Evaluate what
you've found
Find everything you need?
If not, begin again
Basic Researc
h Process
Students develop advanced search techniques applicable to academic and non-academic information needs– Timed to complement instruction on scholarly
databases– Familiar but transferable – Does not require twitter account– Reinforces discussion of online privacy
TWITTER AS A DATABASE
Evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis
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Students work in groups of four to create new sources of varying content types (News article, blog, press release, encyclopedia entry, video appeal, etc. ) with a book and an scholarly article on a similar topic as a starting point.– Examine scholarly and non-scholarly types of
information– Explore ideas of purpose and audience– Deconstructs the information cycle
FINAL ASSIGNMENT
Possible Approaches– Team-based Learning (TBL)– Flipped classroom– Activities on types of information– Consider necessary skills of the metaliterate
individual in that discipline
COURSE-INTEGRATED SESSIONSAKA the “one-shot”
Thank You!
Contact me at [email protected] or @thetruelight for follow-up information including copies of instructional materials.