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![“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~](https://image.slidesharecdn.com/transliteracyfridaypresentationaasl2011buffyhamiltonpdf-111024124111-phpapp01/75/Framing-Transliterate-Learning-Through-Inquiry-and-Participatory-Culture-13-2048.jpg)
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Framing Transliterate Learning Through Inquiry and Participatory Culture
This document discusses transliteracy and participatory culture in education. It begins with questions about how educators can help students engage in conversations about multiple literacies and ways of reading and writing in today's world. It then provides definitions and perspectives on transliteracy from various scholars, which frame it as the ability to read, write and interact across different platforms, tools and media, requiring the ability to adapt between mediums. The document suggests that transliteracy in education values inquiry-driven learning, participatory experiences, and connecting students' informal learning experiences with formal classroom learning. It presents graphics illustrating principles of participatory culture and literate learning communities as a model for transliterate learning.
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Framing Transliterate Learning Through Inquiry and Participatory Culture
- 1. Framing Transliterate Learning ThroughInquiry and Participatory Culture Buffy J. Hamilton | AASL 2011 CC image via http://www.flickr.com/photos/horiavarlan/4304581412/sizes/l/in/photostream/
- 2. how are wehelping students create conversations about multiple ways of reading and writing today’s world?
- 3. Transliteracy is theability 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/
- 4. but what doesthat really mean?
- 5.
- 6. Transliteracy is anumbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages Dr. Susie Andretta London Metropolitan University Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf
- 7. 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 Andretta London Metropolitan University Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and http://net.educause.edu/ir/library/pdf/ERM07610.pdf
- 8. “The most fundamentalnotion of transliteracy is the ability to adapt. It’s creating a literacy and fluidity between mediums that’s not tied to space or modality.” Ryan Nadel founder 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/
- 9. Transliteracy is concernedwith 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 interaction among all these literacies. Tom Ipri Liaison 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
- 10. “…transliteracy is ashape-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 Thomas De Montfort University, Leicester, UK Source: http://nlabnetworks.typepad.com/transliteracy/2010/12/argue.html
- 11. …thinking linearly aboutliteracy is seldom a good idea. Literacy should be thought of as a holistic ecology, not a linear series of events and changes… Professor Sue Thomas De Montfort University, Leicester, UK Source: http://bit.ly/p4g9YJ
- 12. “the process ofbeing 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 Hollier Project Coordinator for Public Computing Centers at ce: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/ Colorado State Library mage via http://www.flickr.com/photos/donlonphoto/2721385316/
- 13. “embrace the potentialsand challenges of this [participatory] emerging culture not as a replacement for existing print practices but as an expansion of them” ~henry jenkins~
- 14.
- 15. CC image viahttp://bit.ly/r8oa8n
- 16. a vision of today’s learners CC image via http://www.flickr.com/photos/missfortune/4595054105/in/faves- 10557450@N04/
- 17. growing up digital Image used under a CC license from http://www.flickr.com/photos/courosa/3605504536/sizes/o/
- 18. mobile Image used undera CC license from http://www.flickr.com/photos/_lovenothing/3772984885/sizes/l/
- 19.
- 20. continuously connected CC image via http://www.flickr.com/photos/martosc/5163826399/sizes/l/in/photostream/
- 21.
- 22. information is plentiful;effective filtering is a challenge CC image via http://www.flickr.com/photos/28481088@N00/3430131473/sizes/o/in/photostream/
- 23. they’re leaving digitalfootprints CC image via http://www.flickr.com/photos/andy_5322/ 104324029/sizes/z/
- 24. the myth of the digital native CC image via http://www.flickr.com/photos/limonada/34072350 5/sizes/o/in/photostream/
- 25. a participation gapexists
- 26. many lack new formsof “literacy, the energy supply of the information age” deborah brandt
- 27. many lack accessor resources to connect and create
- 28. “this means thatour democratic institutions (schools and libraries particularly) have to work hard and thoughtfully to mitigate these forces.” Deborah Brandt
- 29. “the morethat the school organizes literacy teaching and learning to serve the needs of the economic system, the more it betrays its democratic possibilities” deborah brandt
- 30. CC image viahttp://www.flickr.com/photos/jphilipson/582274247/sizes/l/in/photostream/
- 31. how can educatorsharness the power of social media and new media literacies to close the gap and grow each student’s cultural capital?
- 32. how do wedisrupt what paulo freire terms the “banking” system of education that devalues inquiry? Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/
- 33. we can’t cultivatenetworked learners without putting pedagogy before tools CC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/
- 34. the inquiry driven classroom… CC image via http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves- 10557450@N04/
- 35. Graphic used withpermission from Dr. Barbara Stripling
- 36. values dis-ease--there aremany questions raised without answers Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire Image used under a CC license from http://www.flickr.com/photos/eleaf/2536358399/sizes/l/
- 37. establishes more than the teacher asvalidator of knowledge/ work CC image via http://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostr eam/ Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
- 38. nurtures a feelingof responsibility to oneself and to the class CC image via http://www.flickr.com/photos/alltoomuch/3389937799/sizes/l/in/faves- 10557450@N04/ Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
- 39. recognizes classroom asa complicated, non- laboratory place filled with complex, caring human beings Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
- 40. fights culture ofschool that wants THE right answer Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
- 41. exercises patience- doesn'tgive up too quickly and realizes community/learning/inquiry doesn't happen overnight Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
- 42. values transparency andmake the class part of determining what is occurring Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire Image used under a CC license from http://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/
- 44. relatively low barriersto artistic expression and civic engagement
- 45. strong support forcreating and sharing one’s creations with others
- 46. what is knownby the most experienced is passed along to novices
- 47. members believe thattheir contributions matter
- 48. members feel somedegree of social connection with one another CC image via http://www.flickr.com/photos/buildingunity/303497031/sizes/l/in/faves-10557450@N04/
- 49. literate learning communities form around shared interests, questions, and passions in a participatory site of practice CC image via http://www.flickr.com/photos/auro/230377281/sizes/o/in/faves- 10557450@N04/
- 50. a participatory climateamplifies the possibilities for creating conversations for learning via multiple mediums
- 51.
- 52. how can aninquiry stance on learning encourage participatory learning and transliterate learning practices/experiences?
- 53. Graphic used withpermission from Dr. Barbara Stripling
- 54. 1 connect
- 55. “awakening prior knowledge” Kristin Fontichiaro CC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/
- 56. Connecting providing context and background providing focus to deal knowledge/building with information schema overload (big idea thinking)
- 57. Connecting Collaborative Scale/share Provide knowledge constructed choices building knowledge
- 58. 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
- 61.
- 63.
- 65. CC image viahttp://www.flickr.com/photos/shareski/5669939986/sizes/l/in/photostream/
- 66. 2 wonder CC image via http://www.flickr.com/photos/mymollypop/2646559132/sizes/l/
- 67. Wonder Scale/share Small/whole constructed Developing group knowledge questions brainstorming with larger “classroom”
- 78. 3 investigate
- 79. Investigate Organizing Evaluating Search Skills Information Information Reflection/ Information Ethical use of Metacognition dashboards information
- 83. inquiry, engagement, andcollective intelligence face to face
- 84. inquiry, engagement, andcollective intelligence via virtual mediums
- 86.
- 89.
- 91.
- 98. citation management andcollaborative source evaluation
- 99. 4 construct
- 100. Constructing New Understandings Synthesis Finding patterns/ relationships Developing conclusions
- 101.
- 102. CC image viahttp://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/
- 103. CC image viahttp://www.flickr.com/photos/tambako/3129100592/sizes/l/in/faves- 10557450@N04/
- 104. CC image viahttp://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/
- 105.
- 108. 5 express CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
- 109. Express SharedLearning Authenticity/ Digital Rigor Creativity
- 110. “Looking at thisacross 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
- 112.
- 114.
- 125. 6 reflect CC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
- 126. Reflect process product
- 127. Reflect: Assessment andEvaluation Formative Self Summative
- 128. formative assessment: the measurement of knowledge and skills during the process of learning Source: Stripling, 2007/2009, pp. 167-68
- 129. 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
- 130. Examples of StudentLed Formative Assessments • Reflecting (learning • Questions logs or blogs, • Sharing, Reciprocal notetaking) Teaching • Video recorded • Peer Review reflections/narratives • Graphic organizers (KWL charts, concept maps/mind mapping, idea webs) Source: Stripling, 2009
- 131. summative assessment is the measurementof 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
- 132. Summative Assessments • Presentations • Multimedia creations (Voice Thread, Video, • Portfolios Glogster) • Text based papers • Tests/Exams • Reflective narratives • Performance based tasks Source: Stripling, 2009
- 133. student self-assessment: who isin charge of your learning?
- 134. Standards for the21st Century Learner in Action Original photography by Buffy J. Hamilton
- 135. Benefits of StudentSelf-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
- 136.
- 138.
- 143. application CC image viahttp://www.flickr.com/photos/dcassaa/662891484/sizes/o/
- 144. CC image viahttp://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/
- 145.
- 146.
- 147. Works Cited Berger, Pam.“Student Inquiry and Web 2.0.” School Library Monthly 26.5 (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 Librarians National 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>.
- 148. 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>.