Thomas P. Mackey | SUNY: Empire State College (original) (raw)

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Papers by Thomas P. Mackey

Computers & education, 2008

The purpose of this case study is to better understand the relationships between Web usability an... more The purpose of this case study is to better understand the relationships between Web usability and students' perceived learning in the design and implementation of Web-based multimedia (WBMM) tutorials in blended courses. Much of the current research in this area focuses on the use of multimedia as a replacement for classroom instruction rather than as a complement to teaching practices in courses that meet face-to-face. This study analyzed data collected from 41 undergraduate students who accessed a series of WBMM tutorials to learn Web design in an upper-level undergraduate information science course that combines both in-class and online instruction. We provide a descriptive analysis of student survey responses and apply Kendall's rank correlation coefficient to examine significant relationships (p < 0.05) between usability factors and students' perceived learning performance. We also explore the impact of WBMM on other aspects of the course, such as readings, email, office hours, and computer lab. Findings indicate that students responded favorably to most of the usability factors defined in this study and that course lectures and readings may have been enhanced by this virtual resource. In addition, we identified a significant correlation between usability factors of the WBMM tutorials and how students perceive their own learning. This study suggests that multimedia instruction is an effective approach to teaching Web design in blended learning environments that include both face-to-face and Web-based resources.

Journal of Information Science, Dec 1, 2005

The authors propose a convergent model for information literacy (IL) based on complementary profi... more The authors propose a convergent model for information literacy (IL) based on complementary proficiencies in research and web literacy. Within this integrated framework, information technology (IT) is an essential dynamic in IL instruction. This model was designed, implemented and tested in an upper-level discipline-specific undergraduate information science (IS) course that requires students to develop research-oriented web pages. This study finds that student familiarity with IL and IT increased in this course. In addition, students who indicated a familiarity with certain web design terms also reported a familiarity with certain IL terms. A factor analysis of survey data indicates that a correlation may exist between research and web design in the development of comprehensive IL knowledge. This paper identifies three dimensions of IL and IT: web environment knowledge, web development knowledge, and research skills. This model is portable to other courses, programs, and organizations engaged in IL and IT instruction.

Metaliteracy is an essential literacy for today's complex and oftentimes deceptive information en... more Metaliteracy is an essential literacy for today's complex and oftentimes deceptive information environment. The origins of the metaliteracy model emerged in response to revolutionary changes in a connected world and the need to reconceptualize information literacy for a broader impact on learning. The theory of metaliteracy involves the intersection of core components that include learner domains, active learner roles, characteristics or qualities, and associated goals and learning objectives. This model is applied when individuals engage with and reflect upon these components to realize their active responsibilities as participants in social settings. This paper describes several examples of how metaliteracy is embedded in teaching praxis through open educational resources (OER) that include interactive learning objects and digital badging content as well as fully developed Massive Open Online Courses (MOOCs). Specifically, these metaliteracy OER have been applied by the authors in an information literacy course at the University at Albany, SUNY, as well as online courses in the Digital Arts at SUNY Empire State College. Although this descriptive approach is limited, it demonstrates the potential for future research into the impact of metaliteracy theory and practice on student's perceived learning.

Communications in Information Literacy

Copyright for articles published in Communications in Information Literacy is retained by the aut... more Copyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).

Virtual presentation given during the Universidad de Puerto Rico's Semana del Aprendizaje... more Virtual presentation given during the Universidad de Puerto Rico's Semana del Aprendizaje Movile, March 20, 2017.

Botte, Alexander [Hrsg.]; Libbrecht, Paul [Hrsg.]; Rittberger, Marc [Hrsg.]: Learning Information... more Botte, Alexander [Hrsg.]; Libbrecht, Paul [Hrsg.]; Rittberger, Marc [Hrsg.]: Learning Information Literacy across the Globe. Frankfurt am Main, May 10th 2019. Frankfurt am Main : DIPF 2021, S. 74-89 Padagogische Teildisziplin: Medienpadagogik;

NWU Self-Directed Learning Series, 2021

There are three concepts explaining the relationship between learning and assessment. These are; ... more There are three concepts explaining the relationship between learning and assessment. These are; assessment of learning (AoL), assessment for learning (AfL), and assessment as learning (AaL). The purpose of AoL is usualy summative and mostly done at the end of a unit, course, semester etc. In AfL, formative assessment is in question and is carried out continuously throughout the learning process. In AaL, on the other hand, the learner’s self-assessment, self-direction and self-regulation are in question. Peer and self-assessment are the most important methods in this kind of assessment that learners actively participate in the learning and assessment process. In this regard, it can be said that there is a strong relevance among AaL and self-directed learning, which requires the learner to take the initiative in diagnosing learning needs and resources, choosing appropriate learning strategies, and implementing and evaluating learning outcomes.

College & Research Libraries, 2011

Social media environments and online communities are innovative collaborative technologies that c... more 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.

1. Begin building this SUNY-wide Transliteracy Learning Collaborative Invite participation throug... more 1. Begin building this SUNY-wide Transliteracy Learning Collaborative Invite participation through a SUNY-wide call to librarians, faculty, and instructional designers interested in enhancing their teaching through transliteracy Work with BOCES to select secondary school educators to participate Teams would work on pre-identified topics: - the transition from high school to college - a learning community focused on exploring transliteracy, a virtual environment in which SUNY students could connect with each other and students worldwide - initial development of an easily customizable open educational resource, a subject-based template that capitalizes on SUNYConnect electronic resources - other topics will be developed based on identified needs and the expertise of team members 2. The project manager and co-PIs will Investigate the feasibility, components, and potential utility of a SUNY-wide transliteracy badging system. Survey current trends in badging programs, including the BadgeStack partnership with New York City schools. Identify specific competencies that would comprise transliteracy badges. Identify teaching modalities for badging program. Propose a potential model for earning a badge SUNY-wide Project

Implementing a convergent model for information literacy: combining research and web literacy

First Monday, 2011

This article argues that transparency promotes interactivity and participation in collaborative W... more This article argues that transparency promotes interactivity and participation in collaborative Web 2.0 learning environments. Teaching with transparency requires a learner-centered pedagogy for research, writing, and the production of new knowledge in open communities. Transparency is a catalyst for interaction and participation that supports open learning in multiple disciplines and institutional contexts. Transparent design influences the development of wikis, Open Educational Resources (OERs), and mobile applications. The wiki is a flexible, social, and easy to use technology for collaborative authorship and for sharing information. OERs are transparent educational materials for teaching and learning and mobile technologies expand the scope of when and how transparent learning takes place.

The Journal of General Education, 2007

ABSTRACT We examine an institutional assessment model for general education that effectively inco... more ABSTRACT We examine an institutional assessment model for general education that effectively incorporates instructor-driven strategies. We argue that course-specific tools for assessing information literacy are integral to the process and must be used to enhance institutional efforts. This integrated strategy is applicable to a range of other courses and programs.

College Teaching, 2005

The authors propose that information literacy initiatives must be a shared concern of faculty and... more The authors propose that information literacy initiatives must be a shared concern of faculty and librarians. This position is reinforced by accreditation standards that view information literacy as central to student learning and best addressed within a collaborative framework. Two models for collaboration are posited and described: teaching alliances and campus partnerships. Illustrative examples of both approaches from the University at Albany are provided.

Comminfolit

Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical ... more 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.

community, the book trade community and others. Haynes observes that metadata can be used to enha... more community, the book trade community and others. Haynes observes that metadata can be used to enhance searchability by putting search terms into a semantic context, typically available in a library catalog to differentiate between data in different fields of the catalog record. However, such “semantic awareness” is now also becoming available in the web, using embedded metadata such as Dublin Core records, or a collection of tags (a folksonomy) on social media sites. Haynes observes that social media tagging, in particular, raises issues of quality control, which could be corrected by selecting terms from a controlled vocabulary that could be displayed in a drop-down menu. Haynes also observes that the use of metadata by security agencies, crime prevention and investigation agencies, and digital advertising agencies have become political and ethical issues, as such use seems at times to cross legal boundaries and violate users’ rights to privacy. Other ethical issues with no clear solution at present include issues of information inequality, and ownership and exploitation of existing data. This book is recommended for students in library science and knowledge management programs and for librarians and other information professionals who want a concise introduction to what metadata is and the variety of uses to which it can be applied.

Computers & education, 2008

Journal of Information Science, Dec 1, 2005

Communications in Information Literacy

NWU Self-Directed Learning Series, 2021

College & Research Libraries, 2011

Implementing a convergent model for information literacy: combining research and web literacy

First Monday, 2011

The Journal of General Education, 2007

College Teaching, 2005

Comminfolit

Participants in this course will be on a quest to earn a Digital Citizen badge! Accept the challe... more Participants in this course will be on a quest to earn a Digital Citizen badge! Accept the challenge and learn how to navigate an ever-evolving information landscape as both consumers and creators of information. Learn how to use and remix information ethically, and how to create and share an online social identity. Those who successfully complete a series of quests and challenges will earn a digital badge demonstrating their achievements as responsible and empowered digital citizens.

Journal of Academic Librarianship, 2010

Collection of chapters that provide examples of how metaliteracy has been incorporated into infor... more Collection of chapters that provide examples of how metaliteracy has been incorporated into information literacy education.

This presentation examines metaliteracy as a pedagogical model in the design of three Massive Ope... more This presentation examines metaliteracy as a pedagogical model in the design of three Massive Open Online Courses (MOOCs) and a competency based digital badging system (https://metaliteracybadges.org/). Metaliteracy is an empowering pedagogy that promotes metacognitive reflection and envisions the learner as critical consumer and creative producer in social media and collaborative communities (Mackey and Jacobson, 2011, 2014). The initial exploration of metaliteracy in the connectivist (Siemens, 2004) format informed the eventual design of related projects in the xMOOC platforms of Coursera and Canvas, including a recent on-demand version of the Coursera MOOC (https://www.coursera.org/learn/metaliteracy). As these projects emerged, a competency-based digital badging system was developed based on the metaliteracy learning goals and objectives that provided an interactive system with gamification components for learners to pursue quests and challenges leading to digital badges (http://www.metaliteracy.org). At a pivotal intersection of these open learning projects, the MOOC and badging platforms converged to inform a hybrid MOOC design. This reimagined strategy advanced metaliteracy through the original connectivist principles that initially inspired these innovative practices.

This panel presentation offers a unique perspective from a collaborative team of faculty, librari... more This panel presentation offers a unique perspective from a collaborative team of faculty, librarians, and administrators within SUNY that has experience co-developing four Metaliteracy MOOCs across three platforms. Our five-year iterative journey took us from our very first connectivist MOOC, to xMOOCs in the Coursera and Canvas platforms, and to the current on-demand version of our Coursera MOOC, entitled Metaliteracy: Empowering Yourself in a Connected World. We will present on the best practices gleaned from our experiences, which we have worked to adapt to the self-paced, on-demand environment.

Metaliteracy served as the content focus for each of the MOOCs, and also provided the guiding framework for our course design. Metaliteracy is an empowering reinvention of information literacy

that encourages metacognitive reflection and the production of digital information in social media and collaborative communities. In each of the MOOCs, our goal was to engage participants in a way that would encourage their development as empowered, metaliterate learners, as well as teaching them about metaliteracy.

MOOCs provide ample opportunities for learners to connect with and learn from a global classroom of peers. This connectedness is often lost, however, in exchange for more automated, lecture-centered content delivery. The open and circuitous format of our first connectivist MOOC allowed for a level of flexibility and interactivity that was difficult to replicate in our later xMOOC explorations in Coursera and Canvas. However, components in the xMOOCS such as the peer assessment functionalities and discussion forums provided support structures not present in the cMOOC environment that helped facilitate student engagement.

The pedagogical practices we aimed for and how they fared in each environment will be of interest to others who are creating MOOC-based courses, and who are interested in incorporating components that encourage deep engagement and connectedness, even in the self-paced xMOOC environment.

These projects were largely supported by SUNY Innovative Instruction Technology Grants (IITGs), which provided additional resources for continued collaboration between colleagues at The University at Albany and SUNY Empire State College, for these open learning and competency-based ventures.

Overall, we will describe what worked, as well as what did not, and look forward to engaging in conversation with those who have developed MOOCS themselves, or are contemplating doing so.

Even with a few challenges along the way, and the occasional differences in viewpoints, we kept the band together, and the metaliteracy movie never ends. It goes on and on, and on, and on.

Virtual presentation given during the Universidad de Puerto Rico's Semana del Aprendizaje Movile,... more Virtual presentation given during the Universidad de Puerto Rico's Semana del Aprendizaje Movile, March 20, 2017.

Learning through assessment: An approach towards Self-Directed Learning, 2021

Metaliteracy is a holistic model that emphasises information-related knowledge attainment whilst ... more Metaliteracy is a holistic model that emphasises information-related knowledge attainment whilst challenging individuals to take charge of their learning strategies and goals. It prepares learners to become informed consumers and responsible producers of information. Metacognition is a core concept in metaliteracy, just as it is in SDL and in methods of assessment appropriate to SDL, such as assessment as learning (AaL) and assessment for learning (AfL). This congruence provides clear avenues for using metaliteracy’s framework in ways that support SDL. The first part of the chapter explores metaliteracy and its connections with SDL and assessment. The remainder of the chapter provides two examples of how the intersection of metaliteracy, SDL and assessment might be addressed in practice. These case studies provide additional and practical connections that might suggest applications in other settings. The first section explores a comprehensive metaliteracy digital badging system that is designed to advance SDL, with a focus on how the self-directed unit from this system was adapted for use in an open textbook. The final section of the chapter provides an example of how an online undergraduate course intertwines metaliteracy, information literacy and editing on Wikipedia, exemplifying principles of SDL and providing examples of AaL and AfL.