Framing Transliterate Learning Through Inquiry and Participatory Culture

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

buffy.hamilton@gmail.comhttp://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>.