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Meta-Literacy in the Online Music Classroom: Opportunities for Instructor and Librarian Collaboration
Abstract
Studying music in an online setting requires that students and instructors leverage digital resources and participatory technologies with understanding and intentionality. Meta-literacy, a framework promoting critical thinking and collaboration, is an inclusive approach to understanding the complexities of information use, production, and sharing in a digital environment. This chapter explores the implications of meta-literacy for the online music classroom and identifies ways in which the librarian and music instructor can collaborate to promote student self-reflection on the use, creation, and understanding of musical information or content.
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The credit-bearing classroom provides librarians with expanded opportunities
to connect with students as teachers, mentors, and advocates. Both
the content and approach of one-shot sessions are often driven by faculty
requests for resource-based instruction. Librarians teaching credit-bearing
classes do not face the same constraints on their time with students or limitations
on instructional content. Accordingly, librarians in credit-bearing
settings can go beyond demonstrating databases or teaching discrete skills
to engage students in learning research concepts and to advocate for information-
related social justice issues. One such advocacy issue is copyleft, a
movement responding to the constraints of traditional copyright by allowing
the licensed work to be used, modified, and distributed as determined
by the work’s creator. By introducing students to the copyleft movement,
librarians can encourage students to make their works more freely available
and to engage in the conversation of scholarship. This chapter presents
a case study of a research methods course in which students created
and embedded Creative Commons licenses in digital platforms in order to
encourage learners to critically evaluate the production and value of information.
Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and sharing of original and repurposed digital materials. Metaliteracy provides an overarching and unifying framework that builds on the core information literacy competencies while addressing the revolutionary changes in how learners communicate, create, and distribute information in participatory environments. Central to the metaliteracy model is a metacognitive component that encourages learners to continuously reflect on their own thinking and literacy development in these fluid and networked spaces. 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.
Digital curation may be regarded as a core competency in higher education since it contributes to establishing a sense of metaliteracy (an essential requirement for optimally functioning in a modern media environment) among students. Digital curation is gradually finding its way into higher education curricula aimed at fostering social media literacies. Teachers are urged to blend informal and formal learning and since most people informally use curation in their daily lives for compiling relevant information, it may be fairly easy to adopt digital curation in teaching and learning. Teachers, however, require considerable insight in incorporating various informal digital curation tools in educational practices. The SECTIONS model may assist in guiding decisions around the suitability of digital curation tools for a higher education environment. Including digital literacy training in the professional development of academic staff members may sensitize them to the possibilities that incorporating digital approaches in curricula offer. The Five Cs of Digital Curation framework may guide academic staff members in compiling suitable digital material. There as yet appears not to be a pedagogy that fully acknowledges the various digital curation processes. A pedagogy of abundance, acknowledging that content often is freely available and abundant, may eventually prove relevant in this regard.
Music students need library search skills to find music resources of scores and sound recordings for study, repertoire selection and performance practice. This article describes the design and evaluation of a Blackboard eLearning module, Music Library Instruction Module based on a music information literacy standard 2, accessing needed information effectively and efficiently. The module supported students' development of skills in catalog searching to find music resources. The learning achievements of 25 participants were evaluated using a pre-test–post-test method. Post-test results had an increase between scores of 15% and statistical significance (t = 4.75; p < 0.001) to support the hypothesis that students demonstrate higher performance in search skills after interaction with the module.
The new ACRL Framework for Information Literacy for Higher Education is an opportunity for IL instructors to ask themselves whether their current approaches to instruction are meeting the higher goals of IL education. Instructors might re-examine their pedagogical approaches by considering their own knowledge practices and dispositions in teaching IL. How might we best create a space in which the desired student knowledge practices and dispositions flourish? How can we approach IL education as fellow students – ones who just happen to be at a different point on the same path of lifelong learning?
Objectives-The purpose of this review is to examine the development of embedded librarianship, its multiple meanings, and activities in practice. The review will also report on published outcomes and future research needs of embedded librarian programs. Methods-A search of current literature was conducted and summarized searching PubMed, CINAHL, Library, Information Science & Technology Abstracts (EBSCO), Academic Search Complete, and ERIC (EBSCO) through August 23, 2012. Articles were selected for inclusion in the review if they reported research findings related to embedded librarianship, if they provided unique case reports about embedded librarian programs, or if they provided substantive editorial comments on the topic. Relevant study findings were assessed for quality and presented in tabular and narrative form. Results - Currently, there is disparity in how embedded librarianship is being defined and used in common practice, ranging from embedding an online component into a single course to full physical and cultural integration into an academic college or business unit of an organization. Activities of embedded librarians include creating course integrated instruction modules for either face-to-face or online courses, providing in depth research assistance to students or faculty, and co-locating within colleges or customer units via office hours for a few hours to all hours per week. Several case reports exist in the recent literature. Few high quality research studies reporting outcomes of librarians or library programs labeled as embedded exist at this point. Some evidence suggests that embedded librarians are effective with regards to student learning of information literacy objectives. Surveys suggest that both students and faculty appreciate embedded librarian services. Conclusion - Most published accounts discuss librarians embedding content and ready access to services in an online course management system. A few notable cases describe the physical and cultural integration of librarians into the library user environs. Future research using valid quantitative methods is needed to explore the impact of large scale, customized, embedded programs.
The response to the countless forms of information delivery and creation
has been the catalyst for the development of the new literacies that are being
researched and implemented into teaching by educators around the world.
This article will examine information literacy courses being taught at colleges
and universities and how the courses implemented 21st century literacies
into the curriculum, specifically transliteracy and metaliteracy. The article
will discuss how a 3-credit information literacy course was redesigned to
include the concepts behind transliteracy and metaliteracy. Furthermore,
the article will discuss why the Constructivist approach in the classroom
seems the best approach for information literacy instruction and how
Connectivism could be a possible approach to teaching information literacy
going forward. Finally, the article will question whether the current information
literacy standards endorsed by the Association of College and Research
Libraries (ACRL) are appropriate for today’s world or if a reconceptualization
of literacy is needed.
Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy. Metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies multiple literacy types. This redefinition of information literacy expands the scope of generally understood information competencies and places a particular emphasis on producing and sharing information in participatory digital environments.
Objective: To explore effects of the technological interface on reading comprehension in a Norwegian school context.
Participants: 72 tenth graders from two different primary schools in Norway.
Method: The students were randomized into two groups, where the first group read two texts (1400 – 2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students’ scores on the reading comprehension measure.
Conclusion: Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policy making and test development are discussed.
This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in 73 SUNY Learning Network courses in the Spring, 1999 semester. The study found that three general factors – clarity of design, interaction with instructors, and active discussion among course participants – significantly influenced students’ satisfaction and perceived learning. Such findings are related to various kinds of interactivity and a ‘community of inquiry’ model of online learning.
The music industry in the 21st century uses digital technology in a wide range of applications including performance, composition and in recording and publishing. Much of this digital technology is freely available via downloads from the internet, as part of software included with computers when they are purchased and via applications that are available for some mobile phones. Such technology is transforming music and the way people approach many traditional music activities. This paper is about transformative practices that are underway in some secondary school music classrooms. Practices are being shaped by the culture of the schools and the students that they recruit. We describe the perceptions and practices of nine music teachers in four New Zealand secondary schools with regard to digital technology and how they are changing their work in their classroom. Data collection techniques include interviews, observation and a questionnaire. The data were subjected to two stages of thematic analysis. Grounded analysis was used to allow the teachers' voices emerge. This was then followed by the application of five themes identified in the literature on pedagogic change prompted by teachers' adoption of digital technologies.
The literature on embedded librarianship typically describes activities initiated by the librarian. Yet research has also emphasized the importance of collaborative efforts for achieving optimal results. We detail our experience with a practical model for such collaboration, a model that promotes structured, systematic dialog between an embedded music librarian, the faculty of the music department, and higher-level administrators. Focusing in particular on information literacy and research instruction, we demonstrate the model’s ability to facilitate creative, collaborative solutions for both the academic unit and the library. The model’s structure and progress inventory tools are adaptable to a variety of similar contexts.
This article describes a project designed to improve reference service to music students at a large metropolitan university. When faced with student and faculty complaints that the library and its resources were located too far away from the building where music study takes place, the Performing Arts Librarian took services and research assistance directly into the arts building. Focus is given to the design, implementation, and evaluation of the project.
Purpose
Embedded librarianship currently receives renewed interest worldwide, seeks to bring the library and the librarian to users in their work environment. This paper identifies and documents embedding librarianship roles as reported in the Library and Information Science (LIS) literature.
Method
A systematic literature review was conducted using methods promulgated by the Center for Reviews and Disseminations but adapted to the particular needs of this review. Various online databases were used. The search phrases used were: embedded librarianship, embedded librarians, blended librarian, integrated librarian, liaison librarian, information consultants, knowledge managers and subject librarians. For inclusion, an article need to contain substantive description of the identified role and/or activity performed in embedding library practices. Papers that did not describe an actual (rather than proposed) embedding librarianship role were excluded. In total 102 articles were retrieved, 55 were found suitable for the review.
Findings
The roles of embedded librarians were identified, especially in the context of service delivery, all of which reported to be applied to academic libraries. Information literacy instruction, research and other scholarly activities, distance and online learning as well as embedding in classrooms, were described as ways of ensuring successful embedding librarianship.
Implications
The roles reported in the literature should inform practicing librarians contemplating embedding practices, guide formal embedded librarianship programs, and encourage other librarians to consider new skills in support of embedding roles.
Originality/value
The paper is the first to develop systematic literature review on embedding librarianship roles and offers the reference list of those selected papers and identifying further papers. This paper is recommended to those interested in a holistic and temporal view of the topic.
This article describes a course-integrated collaborative project between a subject librarian, a communication professor, and an instructional designer that illustrates how the TPACK (Technological Pedagogical Content Knowledge) framework, developed by Mishra and Koehler (200614. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
View all references), and the new ACRL Framework for Information Literacy (Framework) converge to support student learning in an online course in public speaking. Aligning TPACK with the Framework hones the behavioral, affective, cognitive, and metacognitive skills in the metaliterate learner. The authors illustrate how TPACK and the Framework can support the subject-specific content areas of public speaking by integrating information literacy learning objects throughout the entire online course.
Literacy was once thought to be well understood and well defined. However, it has been argued that the digital world has disrupted previous notions of literacy, supplanting them with "new" forms of literacies-first in various new literacy studies and now in the library and information science (LIS) scholarship as it applies to information literacy (IL). But do the old forms of literacy in fact hold LIS back? Do the critiques of conceptions of literacy fully represent that foundational scholarship? Are the "new" literacies really all that different from traditional notions of literacy? A review both of concepts of literacy and IL that have been critiqued and of core ideas of foundational scholarship on the shift from orality to literacy that stand at the center of the scholarly debate over literacy in general, together with an identifying of conceptual foundations of critical reflexivity that underwrite "new" literacies, is undertaken here to inform the scholarly assumptions and claims of LIS and IL.
This article examines a review of literature related to online learning and teaching. The authors provide a brief historical perspective of online education as well as describe the unique aspects of online teaching and learning. The barriers to online teaching, the new faculty roles in online learning environments, and some implications for online learning and teaching are also provided. This article is intended to stimulate reflections on effective strategies to enhance faculty success in their transition from traditional pedagogical platforms to online learning and teaching.
This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled in graduate-level classes that used both modes (face-to-face and online) for course-related discussions; their end-of-course evaluations of both experiences were grouped for analysis and themes constructed based on their comments. Themes included the "expansion of time," "experience of time," "quality of the discussion," "needs of the student," and "faculty expertise." While there are advantages to holding discussions in either setting, students most frequently noted that using threaded discussions increased the amount of time they spent on class objectives and that they appreciated the extra time for reflection on course issues. The face-to-face format also had value as a result of its immediacy and energy, and some students found one mode a better "fit" with their preferred learning mode. The analysis of higher-order thinking was based on a content analysis of the threaded discussions only. Each posting was coded as one of the four cognitive-processing categories described by Garrison and colleagues [1]: 18% were triggering questions, 51% were exploration, 22% were integration, and 7% resolution. A fifth category - social - was appropriate for 3% of the responses and only 12% of the postings included a writing error. This framework provides some support for the assertion that higher-order thinking can and does occur in online discussions; strategies for increasing the number of responses in the integration and resolution categories are discussed.
Dr. Postman challenges the common assumptions that the literacy process is politically neutral and is the only, or even the best, avenue to jobs and aesthetic riches. He sees a predominantly literacy-based curriculum as obsolete and reactionary in the context of recent advances in electronic communications technology, and recommends broadening the base of school curricula to include "multimedia literacy."
Purpose
– The purpose of this paper is to offer a model of information literacy instruction that utilizes social media to teach metaliteracy as the foundation for information literacy today and articulate the effects of social media on students’ information-seeking behaviors and processes and complete the goals articulated in part one of this study (Witek and Grettano, 2012).
Design/methodology/approach
– The study was conducted in conjunction with the course rhetoric and social media, co-designed and co-taught by the authors. Data sources consisted of student work and methodologies including textual and rhetorical analysis and observation. Findings are analyzed and presented through the lens of the Association of College and Research Libraries Standards (2000) and Mackey and Jacobson’s (2011) metaliteracy framework.
Findings
– The study identified four effects of social media use on students’ information literacy practices and behaviors: information now comes to users; information recall and attribution are now social; evaluation is now social; and information is now open. Data illustrate metaliteracy in practice and tie examples of this to the authors’ pedagogical decisions.
Research limitations/implications
– Article offers a model for teaching information literacy in the context of participatory information environments which can be adapted by other practitioners. Authors concede that the small sample size, limited by course enrollment, limits the generalizability of the study findings to student populations as a whole.
Originality/value
– Valuable to information literacy instructors and researchers because it offers the first formal application of concepts theorized in Mackey and Jacobson’s (2011) metaliteracy framework to information literacy instruction.
In this article I discuss how phenomenology can offer the philosophical foundation and practical insights for teaching creative music technology in higher education.I start discussing some of the challenges faced by lecturers and course designers working with music technology. Then,
I summarize a few contributions of phenomenology for education, music studies and music education, followed by a short discussion about the relationship between music and technology in electroacoustic music and music production. To conclude, I discuss how this reflection can offer useful insights
and suggestions to lecturers and courses designers working in the field at colleges and universities.
This article recounts the collaboration between a music librarian and a music history professor, who worked together to craft a challenging historiography assignment for music majors. We shared two goals: getting the students to perform new and advanced research using sources and techniques previously unknown to them, and teaching them that the reception of a piece or composer changes over time and place. This project and its outcomes may serve as a useful model for integrating research into music history classes, making students aware of how history gets written, and forging a successful collaboration between librarian and professor.
As we continue to revise our formal definitions of “information literacy” and to hone our delivery of information literacy across higher education, have we failed to see that information literacy as a programmatic aim, for all of its successes to date, is no longer relevant? The essay charts how the institutionalization of information literacy arose naturally from the first calls in the 1970s to create a national program in support of an information-literate population—and how that focus became single-minded even as what had once taken place only in research contexts became the activity of our daily lives.
The aim of the paper is twofold. First, it aspires to compare the usefulness of a monolingual English learners’ dictionary
in electronic and paper form in receptive and productive tasks. Second, it sets out to assess the role of dictionary form
in the retention of meaning and collocations. The investigation concerns the paper and electronic versions of a recent monolingual
English learners’ dictionary, COBUILD6 (2008). The study reports on an experiment, in which 64 upper-intermediate and advanced students took part. The test consisted
of two tasks: receptive and productive. To complete them, each subject was assigned to work with one version of the dictionary.
It turns out that COBUILD online was more useful in both tasks. The results of an unexpected retention test prove it to be
a better learning tool as well, since it significantly enhanced the retention of both meaning and collocations.
How do you foster the development of foundational research skills in first-year undergraduate music students? This was the dilemma facing Vanderbilt University music librarians and faculty. Although first-year students take an introductory survey course in music literature intended to prepare them for the more demanding courses in the music history and literature core, they were not acquiring the basic information-literacy skills required to successfully complete research papers and assignments. A solution to this problem was to implement a four-semester integrated music information-literacy program that emphasized library instruction for first-year students. To promote the integral role of the library in student learning, the author embedded herself in all three sections of the initial survey course for first-year students. By attending all class meetings, teaching in-class information-literacy sessions, and evaluating assignments, students came to view the author as trusted partner in their educational process. The author details her experiences as an embedded librarian, examining the benefits and challenges of providing instruction to first-year students in this setting. The collaborative process between faculty and librarian in designing the information-literacy components is emphasized, and the tools used to evaluate student progress towards desired music information-literacy outcomes is shared. Also discussed is the importance of regular assessment of the information-literacy program, a process that resulted in revisions that improved the program.
Article based on speech given before First Annual National Conference on Visual Literacy (Rochester, New York, March, 1969).
No matter what else may divide us, most music educators are agreed on one general point. A central aim of defining how effective music educational practice should happen in the new e-learning environments which expand and connect communities of learners in music classrooms, is an imperative; a view which is emphasized in policy and widely acknowledged in teacher training. Yet, the critical roles played by creativity and technology in supporting the promotion of pedagogic change are less clear. This paper integrates theoretical framing and practical insights into a set of basic principles that may be useful for researching the interrelationship between creativity (as an essential human attribute lying at the heart of all learning and as processes of making something new) and technology (as tools that mediate how creative activity occurs). Several ways of driving pedagogical evolution, in ways that resemble the relationship between creativity and technology as we see in the world beyond school, are introduced. These include consideration of the potential contribution of sociocultural, post-Vygotskian Activity Theory (AT) to overcome some of the problems that have plagued both music educational theorizing and practice. While outlining potentials for future research, the article highlights how these processes may be brought into a productive relation as agents of pedagogic change in music education.
During a typical online search, users are faced with literally thousands of information sources as well as unsolicited information such as advertising. Judging the legitimacy of information presented and focusing on needed content can be difficult for children. Thus, the current study examines how children evaluate information online. Manipulating the presence of a source, advertising, and dynamism to understand information recall and credibility perceptions, this project initiates a needed research agenda aimed at children and their Internet experiences. Results demonstrate that content such as source, advertising, and dynamism do influence credibility perceptions and recall.
Course developers can be distracted from applying sound instructional design principles by the amount of flexibility offered through online course development resources (Kidney & Puckett, Quarterly Review of Distance Education, 4 (2003), 203–212). Distance education course manage-ment systems (CMS) provide multiple features that can be easily integrated into online instruc-tion. Easy integration does not equal good design, and poor design can impede learning (Kearsley, A guide to online education (1997) http://gwis.circ.gwu.edu/ etl/online.html). A taxonomy of the instructional value for CMS features is described. An example of how a course was translated into an online version, initially a failure, and redesigned using this taxonomy is presented. A taxonomy that strategically guides the use of appropriate CMS features to integrate informational, instruc-tional, and learning elements into online courses can support designers in the development of quality of online instruction.
This study examines the nature and value of undergraduate students' experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the Col-lege Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valu-able activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evalu-ate the quality of the information they obtain. t is hard to imagine a college without a library. A required stop on campus tours, the li-brary is the physical manifes-tation of the core values and activities of academic life. The size of the collection is used as an indicator of academic quality. Though recent years have not necessar-ily been kind in terms of budget support, the library's central role in the academic community is unquestioned. It is almost heretical to ask (given the library's iconic status as a symbol of aca-demic values), but just what does the li-brary contribute to student learning, broadly defined? Student learning cer-tainly is not the only relevant dimension on which to appraise the library's value and utility. Nevertheless, in the increas-ingly harsh light of public accountability and financial constraints, the question has never been more important or timely, nor can it be avoided. 2 Three major trends de-mand an answer. They are (1) unfettered asynchronous access to an exponentially expanding information base; (2) a shift in the focus of colleges and universities from teaching to learning; and (3) the expecta-tion that all university functions and pro-grams demonstrate their effectiveness.
Learning Management Systems (LMS) are web-based systems that allow instructors and/or students to share materials, submit and return assignments, and communicate online. In this study, we explored the uses and perceived benefits of using a LMS to support traditional classroom teaching as reported by instructors and students at a large American Midwestern university. We examined two years of survey data focusing on specific uses of the LMS that emphasized either efficient communication or interactive teaching and learning practices. We matched aggregate user log data with corresponding survey items to see if system use was consistent with patterns seen in the survey results. Findings suggest that instructors and students value tools and activities for efficient communication more than interactive tools for innovating existing practices. However, survey item analysis reveals that instructors and students also highly value the teaching and learning tools within the LMS.
The primary purpose of this study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Study participants consisted of 314 students enrolled in 26 graduate education and leadership courses taught at a distance using the Blackboard.comSM e-learning system. Study results provided evidence that a significant relationship exists between classroom community and perceived cognitive learning. Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.
Introduction. We aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as Wikipedia, where authorship is collective and/or hard to determine. Method. An ethnographic study was conducted in an upper secondary school class. Methods included observation, group interviews and information seeking diaries in the form of blogs. Analysis. The empirical material from the class room study was categorised and aggregated into five themes, which emerged as a result of the interplay between the empirical material and a perspective based in socio-cultural theory. Results. The pupils make credibility assessments based on methods developed for traditional media where, for instance, origin and authorship are important. They employ some user-created sources, notably Wikipedia, because these are easily available, but they are uncertain about when these sources should be considered credible. Conclusions. In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information.
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