Teaching with Digital Badges

Kelsey O'Brien is an Information Literacy Librarian at the University at Albany, SUNY. She has been involved with digital badges for the past several years, beginning in 2013 when she first started working on the Metaliteracy Badging System. Since then she has played a central role in its design and implementation, and enthusiastically follows the latest badge-related literature and trends. Kelsey is incoming co-convener of ACRL's Digital Badges Interest Group and an active member of SUNY's FACT2 Micro-credentialing Task Force. She has presented extensively on badges at her home institution and at national (ALA, LOEX) and international conferences (LILAC), and has also co-taught two metaliteracy MOOCs, one of which incorporated digital badges. Prior to her role as an academic librarian, Kelsey has worked as a high school Library Media Specialist and a Youth Services Librarian. She serves as the liaison for the Writing and Critical Inquiry program at the University at Albany, a required course for first year students, and enjoys helping students transition from high school to college research. Kelsey can be contacted at klobrien@albany.edu or via Twitter at @KelseyMoak.Trudi Jacobson is the Head of the Information Literacy Department at the University at Albany, and holds the rank of Distinguished Librarian. She has been deeply involved with information literacy throughout her career, and thrives on finding new and engaging ways to teach students, both within courses and through less formal means. She has worked closely with Thomas Mackey for many years. Together, they originated the metaliteracy framework to emphasize the metacognitive learner as producer and participant in dynamic information environments. They co-authored the first article to define this model with Reframing Information Literacy as a Metaliteracy (C & RL, 2011) and followed that piece with their book Metaliteracy: Reinventing Information Literacy to Empower Learners (Neal-Schuman, 2014). They co-authored the essay “Proposing a Metaliteracy Model to Redefine Information Literacy” (2013) and co-edited their most recent book for ALA/Neal-Schuman entitled Metaliteracy in Practice (2016). She has also written extensively on other topics. She co-chaired the Association of College & Research Libraries Task Force that created the Information Literacy Framework for Higher Education. Trudi is a member of the Editorial Board of Communications in Information Literacy. She freelances as the acquisitions editor for Rowman & Littlefield’s Innovations in Information Literacy series. Trudi was the 2009 recipient of the Miriam Dudley Instruction Librarian Award. You can contact her at tjacobson@albany.edu

• List of Figures and TablesForeword Preface AcknowledgementsPart I: The Badging EnvironmentChapter 1: Overview of Micro-Credentialing Cinthya IppolitiChapter 2: Forces of Change for Higher Education: Opening Gates for Digital BadgingTrudi E. JacobsonChapter 3: Addressing Stakeholder Needs to Establish Meaningful Digital Badging in Higher EducationLaureen P. Cantwell and Kristyn K. RoseChapter 4: Digital Badges in Schools Amanda Rose Fuller Chapter 5: Badges Can Do That: Ideas for Using Badges to Enhance Information Literacy InstructionAllison HosierChapter 6: Badging Best PracticesKelsey L. O’BrienPart II: Badging and Information Literacy: Case StudiesChapter 7: Pollak Library Spark TutorialsJ. Lindsay O’NeillChapter 8: Competency-Based Education, Badging, and the LibraryMichael Fosmire and Amy S. Van EppsChapter 9: Hot Neoliberal Commodities or Tools for Empowerment? A Badges Case Study and Conversation Emily Ford, Jost Lottes, Betty Izumi, and Dawn RichardsonChapter 10: Badging and Workplace Information Literacy: Helping Students Prepare for the Professional WorldMegan Blauvelt HeuerChapter 11: Failing Better: Scaffolding Learning with the Metaliteracy Badging System Kelsey L. O’BrienAbout the Editors and ContributorsIndex

This is an excellent resource for library communities. It provides great ideas for those who want to start a badging program. For those who have started, the case studies and research help to bolster and round out our experiences.