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Buffy J. Hamilton | AASL 2011
Framing Transliterate Learning Through Inquiry and Participatory Culture
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how are we helping students create conversations about multiple ways of reading and writing today’s world?
Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.
Source: http://nlabnetworks.typepad.com/transliteracy/
but what does that
really mean?
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Transliteracy is an umbrella term encompassing different literacies and multiple communication
channels that require active participationwith and across a range of platforms, and embracing both linear and non-linear messages
Dr. Susie AndrettaLondon Metropolitan University
Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf
Transliteracy is a “a convergence of literacies” (Lippincott, 2007: 17) as the boundaries between medial literacy, digital literacy, technology literacy and information literacy become blurred when individuals evolve from
consumers of information to producers of
content.
Dr. Susie AndrettaLondon Metropolitan University
Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and http://net.educause.edu/ir/library/pdf/ERM07610.pdf
“The most fundamental notion of transliteracy is the ability to adapt. It’s creating a literacy and fluiditybetween mediums that’s not tied to space or modality.”
Ryan Nadelfounder of 8 Leaf Digital Productions and an instructor at the Vancouver Film School
Source: http://spotlight.macfound.org/featured-stories/entry/what-is-this-buzz-word-transliteracy-a-qa-with-ryan-nadel/
Transliteracy is concerned with mapping meaning across different media and not with developing particular literacies about various media. It is not about learning text literacy and visual literacy and digital literacy in isolation
from one another but about the interactionamong all these literacies.
Tom IpriLiaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at Drexel University
Source: http://crln.acrl.org/content/71/10/532.full
“…transliteracy is a shape-shifting eco-system of behaviours and it is probably neither possible nor desirable for anyone to understand enough to know the whole elephant. The vital thing is to remember it is always there and in constant motion. This means recognising the limits of your own knowledge and accepting a degree of messiness and uncertainty.”
Professor Sue ThomasDe Montfort University, Leicester, UK
Source: http://nlabnetworks.typepad.com/transliteracy/2010/12/argue.html
…thinking linearly about literacy is seldom a good idea. Literacy should be thought of
as a holistic ecology, not a linear series
of events and changes…
Professor Sue ThomasDe Montfort University, Leicester, UK
Source: http://bit.ly/p4g9YJ
“the process of being transliterate does not have an end point. Instead, I like to think of the transliteracy
process as being like a nautilus that is constantly
growing and adding chambers to its shell.”
Jamie HollierProject Coordinator for Public Computing Centers at
Colorado State LibrarySource: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/CC image via http://www.flickr.com/photos/donlonphoto/2721385316/
“embrace the potentials and challenges of this [participatory] emerging culture not as a replacement for existing print practices but as an expansion of them” ~henry jenkins~
http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html
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a vision of today’s learners
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growing up digital
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mobile
multi-taskers
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continuously connected
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socially networked
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information is plentiful; effective filtering is a challenge
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they’re leaving digital footprints
the myth of the digital
native
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5/sizes/o/in/photostream/
a participation gap exists
many lack new forms of “literacy, the energy supply of the information age”
deborah brandt
many lack access or resources to connect and create
“this means that our democratic institutions
(schools and libraries particularly) have to
work hard and thoughtfully to
mitigate these forces.”Deborah Brandt
“the more that the school organizes literacy teaching and learning to serve the needs of the economic system, the more it betrays its democratic possibilities” deborah brandt
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how can educators harness the power of social media and new media literacies to close the gap and
grow each student’s cultural capital?
how do we disrupt what paulo freire terms the “banking” system of education that devalues
inquiry?
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we can’t cultivate networked learners without putting pedagogy before tools
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the inquiry driven classroom…
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10557450@N04/
Graphic used with permission from Dr. Barbara Stripling
values dis-ease--there are many questions raised without answers
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
establishes more than the teacheras validator of knowledge/work
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
nurtures a feeling of responsibility to oneself and to the class
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
recognizes classroom as a complicated, non-laboratory place filled with complex, caring
human beings
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
fights culture of school that wants THE right answer
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
exercises patience- doesn't give up too quickly and realizes community/learning/inquiry doesn't happen overnight
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
values transparency and make the class part of determining what is occurring
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
relatively low barriers to artistic expression and civic engagement
strong support for creating and sharing one’s creations with others
what is known by the most experienced ispassed along to novices
members believe that their contributions matter
members feel some degree of social connection with one another
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literate learning communities form around shared interests, questions, and passions in a participatory site of practice
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a participatory climate amplifies the possibilities for creating conversations for learning via multiple
mediums
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how can an inquiry stance on learning encourage participatory learning and transliterate learning practices/experiences?
Graphic used with permission from Dr. Barbara Stripling
connect
1
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“awakening prior knowledge” Kristin Fontichiaro
Connecting
providing context and background
knowledge/building schema
providing focus to deal with information overload (big idea
thinking)
Connecting
Provide choices
Collaborative knowledge
building
Scale/share constructed knowledge
Connecting: Transliterate Strategies
KWL (traditional paper and virtual means) and pre-searching
Face to face discussions (scaled and shared through social media/cloud computing
Mindmapping
Screenshot from http://www.jogtheweb.com/run/N0WGMbFA3fPQ/Streamlining-and-Glamorizing-KWLs-and-Mind-Maps#11
fishbowl discussions
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wonder
2
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Wonder
Developing questions
Small/whole group
brainstorming
Scale/share constructed knowledge with larger
“classroom”
investigate
3
Investigate
Search SkillsOrganizing
InformationEvaluating
Information
Reflection/
Metacognition
Information dashboards
Ethical use of information
inquiry, engagement, and collective intelligence face to face
inquiry, engagement, and collective intelligence via virtual mediums
netvibes
symbaloo
curation
citation management and collaborative source evaluation
construct
4
Constructing New Understandings
Synthesis
Finding patterns/relationships
Developing conclusions
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Source: http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf
express
5
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Express
Shared Learning
Authenticity/Digital Rigor
Creativity
“Looking at this across the disciplines you start to see how important the knowledge-creation activity plays into the sense of identity. The overriding theme is that one does not become a “scholar” until they have created something new. In their eyes, it is the act of creation that distinguishing the student from the scholar.”
Brian Mathews, Assistant University Librarian at UC Santa Barbara
netvibes
digital research “texts”
reflect
6
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Reflect
process product
Reflect: Assessment and Evaluation
Formative
SummativeSelf
formative assessment:
Source: Stripling, 2007/2009, pp. 167-68
the measurement of knowledge
and skills during the process of
learning
Formative Assessment
• Formative assessments engage the school library media specialist, classroom teacher, and student in thinking about the learning process while it is happening so that adjustments can be made if needed
• Ongoing and reflective in nature
• Frames teachers and students as partners in learning
Source: Stripling, 2009
Examples of Student Led Formative Assessments
• Reflecting (learning logs or blogs, notetaking)
• Video recorded reflections/narratives
• Graphic organizers (KWL charts, concept maps/mind mapping, idea webs)
• Questions
• Sharing, Reciprocal Teaching
• Peer Review
Source: Stripling, 2009
summative assessment is the
measurement of knowledge and skills at the end of a process of learning in order to determine
the amount and quality of learning
Source: Stripling, 2007/2009, pp. 167-68
Summative Assessments
• Presentations
• Portfolios
• Text based papers
• Reflective narratives
• Multimedia creations (Voice Thread, Video, Glogster)
• Tests/Exams
• Performance based tasks
Source: Stripling, 2009
student self-assessment:
who is in charge of your
learning?
Standards for the 21st Century Learner in Action
Original photography by Buffy J. Hamilton
Benefits of Student Self-Assessment
• Encourages participatory learning
• Increases intrinsic motivation
• Helps students construct new meanings
• Helps cultivate a sense of ownership of learning and agency over learning environment
Source: Harada, 2010
Rubric Source: http://ourlostchildren.wikispaces.com/file/view/VoiceThread+Rubric.pdf
Source: http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/
application
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contact information
[email protected]://theunquietlibrarian.wordpress.comhttp://buffyjhamilton.wordpress.com@buffyjhamilton
Works Cited
Berger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Berger2010-v26n5p14.html>.
Fontichiaro, Kristin. “Nudging Toward Inquiry (AASL 2009).” American Association of School LibrariansNational Conference. Charlotte, NC. Nov. 2009. Vimeo. Web. 23 Oct. 2011. http://vimeo.com/7715376>.
- - -. “Rigorous Learning with 21st-Century Technology.” Vermont Dynamic Landscapes Conference.Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011. <http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf>.
Works Cited
Harada, Violet. “Self-assessment: Challenging students to take charge of learning.” School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23 Oct. 2011. < http://proxygsu-sche.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=51003266&site=ehost-live >.
Mathews, Brian. “What It Takes To Become A Scholar: Helping Students Scale the Taxonomy.” The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept. 2011. Web. 23 Oct. 2011. <http://chronicle.com/blognetwork/theubiquitouslibrarian/2011/09/26/what-it-takes-to-become-a-scholar-helping-students-scale-the-taxonomy/>.
Stripling, Barbara. “Assessing Information Fluency: Gathering Evidence of Student Learning.” 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. Santa Barbara, CA: Libraries Unlimited, 2009. 166-170. Print.
- - -. “Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry.” School Library Monthly 26.8 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Stripling2010-v26n8p16.html>.