Envisioning the Possibilities: Educational Trends and Information Literacy in Academic Libraries
1. Envisioning the Possibilities:
Educational Trends and
Information Literacy in
Academic Libraries
Trudi Jacobson
Head, Information Literacy Department
University at Albany
Albany NY, USA
2. Let’s Explore
• Metaliteracy
• MOOCs
• Digital badging/micro-credentialing
• ACRL Framework for Information Literacy for
Higher Education
4. Horizon Report
Selected Trends
• A culture of innovation
• A shift to deeper learning approaches
Selected Challenges
• Blending formal and informal learning
• Improving digital literacy
• Competing models of education
7. “Metaliteracy empowers
learners to participate in
interactive information
environments, equipped
with the ability to
continuously reflect,
change, and contribute as
critical thinkers.”
(Jacobson and Mackey, 2013, p. 86)
9. Horizon Report
Selected Challenges
• Informal learning
o Self-directed
o Curiosity based
o Life experiences
• Competing models of education
o Alternative delivery models
o Assign value to wider range of learning activities
10. 10
“What, if anything,
can stop the
MOOC?”
Creative Commons
licensed picture at
Giulia Forsythe on
Flickr.
19. Badges in Games and
Apps
• FourSquare
• UnTappd
• Call of Duty
• GemCraft
• Audible
• Fitness apps (Preva,
Fitocracy)
Image Source: Ben Risinger, CC BY 2.0
27. IL Threshold Concepts
• Authority is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration
31. Bibliography
American Library Association. (1989). Presidential Committee on
Information Literacy. Final Report. Chicago: American Library
Association.
Hartman, Hope J. (2002). Metacognition in Learning and
Instruction: Theory, Research and Practice. London: Springer.
Head, Alison. (2013). “Project Information Literacy: What Can Be
Learned about the Information-Seeking Behavior of Today’s
College Students?” Proceedings of the ACRL National
Conference, Indianapolis, IN, pp. 472-482.
32. Bibliography
Hofer, Amy, Lori Townsend, and Korey Brunetti. (2012).
“Troublesome Concepts and Information Literacy: Investigating
Threshold Concepts for IL,” portal, 12 (4), pp. 387-405.
Jacobson, Trudi E. and Craig Gibson. (2015). “First Thoughts on
Implementing the Framework for IL,” Communications in
Information Literacy, 9 (2), pp. 102-110.
33. Bibliography
Jacobson, Trudi E. and Thomas P. Mackey, “Proposing a
Metaliteracy Model to Redefine Information Literacy,”
Communications in Information Literacy, 7 (2) 2013, pp. 84-91.
Mackey, Thomas P. and Trudi E. Jacobson. (2011). “Reframing
Information Literacy as a Metaliteracy,” C & RL, 72 (1), pp. 62-
78.
Mackey, Thomas P. and Trudi E. Jacobson (2014). Metaliteracy:
Reinventing Information Literacy to Empower Learners. Chicago:
Neal-Schuman.
34. Bibliography
Marzal, Miguel Angel and Elvira Saurina. (2015).
“Diagnóstico del Estado de la Alfabetización en Información
(ALFIN) en las Universidades Chilenas,” Perspectivas em
Ciência da Informação, 20 (2), pp.58-78.
Meyer, Jan H. F., Ray Land, and Caroline Baillie, eds. (2010).
Threshold Concepts and Transformational Learning. Rotterdam:
Sense.
New Media Consortium. (2016). NMC Horizon Report. 2016
Higher Education Edition. http://www.nmc.org/publication/nmc-
horizon-report-2016-higher-education-edition/
35. Bibliography
Sims, Zach. (2015). "Learning Real Life Skills That Matter"
(email interview), by Sarah Evans, Kristine Lu and Alison Head,
Project Information Literacy, Smart Talk Interview, no. 22.
http://projectinfolit.org/smart-talks/item/142-zach-sims-smart-talk
Singly, Emily. (2014).“How College Students Really Do
Research: Findings from Recent Studies,” American Libraries.
Available: http://emilysingley.net/how-college-students-really-do-
research-findings-from-recent-studies/
Editor's Notes
Whereas TCs are distinct within each frame, the influence of ML has been integrated
Tom
Tom
Digital badges are becoming commonplace as a way to recognize achievements
Social aspect, connecting with friends, bragging rights, perks and rewards for loyal customers, way to show your expertise (e.g. "brew master," "historian" "far far away" world traveller,)
Gamification – adding gaming elements to common activities
Transformative—cause the learner to experience a shift in perspective;
Integrative—bring together separate concepts (often identified as learning objectives) into a unified whole;
Irreversible—once grasped, cannot be un-grasped;
Bounded—may help define the boundaries of a particular discipline, are perhaps unique to the discipline;
Troublesome—usually difficult or counterintuitive ideas that can cause students to hit a roadblock in their learning.