That is the exact reason why I participate in the IL track this year!

Barron, N. G. (2007). Multiliteracies: Literacy Learning and the Design of Social Futures. Technical Communication Quarterly, 16(4), 483.

Serafini, F., & Gee, E. (2017). Remixing multiliteracies: Theory and practice from New London to New Times. Teachers College Press.

Gunther Kress, Theo van Leeuwen
Multimodal Discourse: The Modes and Media of Contemporary Communication
Oxford UP, New York (2001)

Mary Hamilton “Expanding the New Literacy Studies: Using Photographs to Explore Literacy as Social Practice” David Barton, Mary Hamilton (Eds.), Situated Literacies, Routledge, London (2000)

This is an amazing text - elaborating terminology and intersections bw critical pedagogy and IL

I highlighted the html with public hypothes.is annotations

Continue with Constructing Discourse

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Because this Framework envisions information literacy as extending the arc of learning throughout students’ academic careers and as converging with other academic and social learning goals, an expanded definition of information literacy is offered here to emphasize dynamism, flexibility, individual growth, and community learning:

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

Metaliteracy expands the scope of traditional information skills (determine, access, locate, understand, produce, and use information) to include the collaborative production and sharing of information in participatory digital environments (collaborate, produce, and share).

This approach requires an ongoing adaptation to emerging technologies and an understanding of the critical thinking and reflection required to engage in these spaces as producers, collaborators, and distributors.

Thomas P. Mackey and Trudi E. Jacobson. Metaliteracy: Reinventing Information Literacy to Empower Learners.

The Framework is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:

1. Authority Is Constructed and Contextual
2. Information Creation as a Process
3. Information Has Value
4. Research as Inquiry
5. Scholarship as Conversation
6. Searching as Strategic Exploration

Mueller, D. (2015, February 9). Framework for Information Literacy for Higher Education [Text]. Association of College & Research Libraries (ACRL). http://www.ala.org/acrl/standards/ilframework

"based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. At the heart of this Framework are conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole."

According to the American Library Association, "Information literacy is a set of abilities requiring individuals to 'recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.'"

Further, as academic libraries, Madison College Libraries are committed to moving students toward the Association of College & Research Libraries' new 'Framework for Information Literacy', adopted in January of 2016 by the ACRL Board.

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In the below diagram, you will notice that to be truly 'information literate' requires that you simultaneously develop:

• awareness of how you engage with the digital world
• how you find meaning in the information you discover
• how to articulate what kind of information you require
• how to use information ethically
• understand the role you can play in the communication in your profession and
• how you evaluate information for credibility and authority.

Image: Venn Diagram of intersecting literacies that contribute to information literacy

Coonan, E., & Jane, S. (2014, April 29). "My dolly’s bigger than your dolly”, or, Why our labels no longer matter. Retrieved April 29, 2016, from https://librariangoddess.wordpress.com/2014/04/29/my-dollys-bigger/

Three meanings of "information" are distinguished: "Information-as-process"; "information-as-knowledge"; and "information-as-thing", the attributive use of "information" to denote things regarded as informative. The nature and characteristics of "information-as-thing" are discussed, using an indirect approach ("What things are informative?"). Varieties of "information-as-thing" include data, text, documents, objects, and events. On this view "information" includes but extends beyond communication. Whatever information storage and retrieval systems store and retrieve is necessarily "information-as-thing".

1. collaborative production and sharing of information with Teaching Centre teaching team members for profs/ instructors/ staff and admin
2. synthesize SoTl research to inform CPD

compile resources

e.g. source assessment strategies

research process and types of info sources

research since the beginning of 21st cent highlights erroneous approach to teaching with grades at the core:

1. Grades tend to diminish students’ interest in whatever they’re learning.
2. tend to reduce the quality of students' thinking.
3. create a preference for the easiest possible task

an article we read on day 1 of workshop: Liberatory Feedback Driven Classrooms

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What exactly does "high level" here mean.

How are members "being aided" in maintaining these "high levels?

Dear all, Please provide us with some feedback on the Orientation Session and this resource by leaving a few annotations for:

• 1-2 things that you found interesting
• 1-2 general remarks on any items discussed today
• 1 question that you still need answered
• any suggestions relating to the workshop and/ or the Handbook resource

Thank you very much for your time! We look forward to working with you in the future! Joerdis (and the TC team)

There's a repeat here.

Studentsä Union of Vancouver Community College

Was sagen die Personen hier? Schreibt einen kleinen Dialog zwischen der Großmutter, Rotkäppchen und dem Wolf.

Was könnt ihr in diesem Bild sehen? Wer sind die Personen? Wie sehen sie aus und was machen sie?

Warum ist der Wolf nicht zufrieden mit den Geschenken von Rotkäppchen?

Wie findet ihr die Geschenke, die Rotkäppchen der Großmutter bringen will?

Was bedeutet leichtsinnig? Warum ist Rotkäppchen leichtsinnig?

Warum fühlt sich der Wolf bitter?

Was denkst du? Worauf hat Rotkäppchen keine Lust? Warum hat sie keine Lust?

Hier kannst du gern 3 Dinge tun!

1. für dich interessante Vokabeln markieren und eine einfache Erklärung hinzufügen

2. Auf die Fragen reagieren

3. eigene Fragen stellen

QUESTIONS ACTIVITY: Step 1 Discuss with your partner what questions you could raise that help you guide you in your reading of this article? Which parts of the text would you ask questions about? Step 2 Annotate 2 parts in the text and write down 2 of your questions.

PREVIEWING ACTIVITY: Step 1 - Discuss with a partner which parts you would look at when previewing this text. What information about the text do you get out of these parts? Step 2 - Annotate 1-2 parts and explain what information you've got out of the PREVIEWING parts.

Wie gefällt euch der Song? Klickt auf das Video und hört ihn auch mal an. Ihr könnt dann gern auch den Songtext lesen.

Lies den Songtext. Was denkt ihr darüber?

OPEN German - Selektives Leseverstehen üben Bitte lest den Wikipedia-Eintrag und beantwortet folgende Fragen:

1. Welchen Beruf hat Philipp Dittberner?
2. Aus welcher Stadt kommt er?
3. Von wem bekam er seine erste Gitarre?
4. Wie hieß sein erster Hit?

This course caters to all people interested in learning German (in Canada or other parts of the world). Participants in this course will gain an insight into so (university) life in Germany and the German-speaking countries. You won't have to be there to still see what Germany feels like!

Intended Audience: Informal students or faculty/ instructors planning a study visit to Germany or people interested in (uni) life in Germany

High-level Course Goal: Build a community of learners of German and provide its members with valuable insights into webtools and open study content, so that the learners can then continue learning German independently after this course.

Length of Course: 10-12 weeks Weekly study time for students: 3-5 hours Communication of instructor with students: General feedback on collaborative activities on a weekly basis (private speaking lessons with one-on-one practice sessions can be arranged for a fee) Track students’ happiness with individual module surveys Assessment: Automated Feedback or General Feedback to community at the end of weekly modules Materials used: all materials and tools used for language learning activities are either Open Educational Resources (OER) or otherwise freely available resources on the internet Course Book: Deutsch im Blick. Online German Course Components including textbook/ audio/ video/ etc. CC-BY-NC-ND: UT Austin. Available: http://coerll.utexas.edu/dib/

(Uni) Life in Germany: A German Language Course on the B1 Level