Your SlideShare is downloading. ×
0
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Reading and Writing the World:  School Libraries as Sponsors of Transliteracy
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Reading and Writing the World: School Libraries as Sponsors of Transliteracy

6,133

Published on

Presented at Computers in Libraries 2010 as part of a group presentation with Bobbi Newman and Matthew Hamilton. Please see the CIL 2010 slidedeck pool for their presentations. Please see …

Presented at Computers in Libraries 2010 as part of a group presentation with Bobbi Newman and Matthew Hamilton. Please see the CIL 2010 slidedeck pool for their presentations. Please see http://bit.ly/8YbOC0 for my resource page that accompanies this presentation.

Published in: Education
4 Comments
9 Likes
Statistics
Notes
No Downloads
Views
Total Views
6,133
On Slideshare
0
From Embeds
0
Number of Embeds
27
Actions
Shares
0
Downloads
0
Comments
4
Likes
9
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • inviting and providing a space for
  • Transcript

    • 1. reading and writing the world: school libraries as sponsors of transliteracy<br />buffy j. hamiltoncomputers in libraries 2010<br />
    • 2. the idea that literacy is only about print materials is slowly disappearing<br />
    • 3. helping patrons and stakeholders understand the expanding definition of literacy is a muddy but playful endeavor <br />cc licensed flickr photo by harold.lloyd (won't somebody think of the bokeh?): http://flickr.com/photos/safetylast/4068790874/<br />
    • 4. we're on the cusp of profound changes in what counts as a “text” and literacy<br />
    • 5. 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.<br />Image used under a CC license from http://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/<br />
    • 6. a sponsor of literacy includes any agent who enables, supports, teaches, and models, as well as recruits, regulates, suppresses, or withholds literacy—and gains advantage by it in some way<br />
    • 7. sponsors of literacy are delivery systems for the economies of literacy<br />
    • 8.  Brandt views literacy as a “valuable—and volatile property” that can potentially help individuals gain “…power or pleasure, [accrue] information, civil rights, education, spirituality, status, [and] money” <br />
    • 9. knight foundation recommendation 6: integrate digital and media literacy as critical elements for education at all levels through collaboration among federal, state, and local education officials<br />
    • 10. “this means that our democratic institutions (schools and libraries particularly) have to <br /> work hard and thoughtfully to <br />mitigatethese forces.”<br />Deborah Brandt<br />
    • 11. “we have to make sure schools and libraries invite critical and active uses of media that strengthen our democratic potential.” Deborah Brandt<br />
    • 12. as sponsors of transliteracy, libraries can close the participation gap<br />
    • 13. how can school libraries function as sponsors of transliteracy?<br />Image used under a CC license from http://www.flickr.com/photos/eleaf/2536358399/sizes/l/<br />
    • 14. how do we invite and facilitate conversations about transliteracy with our patrons?<br />
    • 15. a participatory climate is conducive to a library program acting as a powerful and positive sponsor of transliteracy<br />
    • 16. participatory librarianship is about inviting and creating spaces for …<br />cc licensed flickr photo by Suttonhoo: http://www.flickr.com/photos/suttonhoo22/2512983749/<br />
    • 17. inviting and engaging participation<br />cc licensed flickr photo by domesticat: http://flickr.com/photos/domesticat/2538309841/<br />
    • 18. sparking conversations<br />cc licensed flickr photo by Laenulfean: http://flickr.com/photos/laenulfean/2913482048/<br />
    • 19. knowledge construction and creation<br />cc licensed flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945/<br />
    • 20. libraries are in the change business<br />
    • 21. what does transliteracy look like in a school library?<br />
    • 22. privilege and support multiple containers and pathways to information<br />Image used under a CC license from http://www.flickr.com/photos/grumbler/331346446/sizes/l/<br />
    • 23. ebooks and mobile readers<br />
    • 24. mobile computing<br />
    • 25. research pathfinders that reflect the changing nature of social scholarship with tools such as rss, social networks, videos, mashups, and other information feeds<br />
    • 26. teach students multiple and dynamic ways of connecting with real world experts to help answer their questions<br />
    • 27. skype<br />
    • 28. blogging<br />
    • 29. teach students collaborative tools for creating and sharing knowledge<br />
    • 30. wikis<br />
    • 31. web authoring skills<br />
    • 32. Teach students social bookmarking tools for tagging and organizing favorite web resources as well as a research tool in one’s personal learning network<br />Image Attribution: http://www.flickr.com/photos/dav/104349246/sizes/l/<br />
    • 33. diigo<br />
    • 34. diigo<br />
    • 35. evernote<br />
    • 36. scaffold alternate ways of representing learning and knowledge <br />
    • 37. glogster<br />
    • 38. scanning, posting, and licensing artwork<br />
    • 39. multigenre elements<br />
    • 40. presentation zen and digital citizenship<br />
    • 41. teach students how to harness the power of cloud computing and social media tools to create personal learning environments and information dashboards<br />
    • 42. student created netvibes portal<br />http://www.netvibes.com/samonte94#General<br />
    • 43. student created netvibes portal<br />http://www.netvibes.com/alex7586#Home<br />
    • 44. student created netvibes portal<br />
    • 45. student created netvibes portal<br />http://www.netvibes.com/euralayus#Home_Page<br />
    • 46. re-envision<br />literacy from <br />alternate<br />and <br />multiple<br />perspectives<br />cc licensed photo<br /> by http://www.flickr.com/photos/laprimadonna/3559930813/sizes/m//<br />
    • 47. libraries’ efforts as sponsors of transliteracy can create ripple effects in the lives of our patrons<br />
    • 48. works cited<br />Brandt, Deborah. “In Their Own Words: Students Provide a Video Tour of Their Netvibes Learning <br /> Portals .” Interview by Buffy Hamilton. The Unquiet Librarian. N.p., 25 Mar. 2010. Web. 8 Apr.<br /> 2010. <http://theunquietlibrarian.wordpress.com/‌2010/‌03/‌25/‌sponsors-of-literacy-in- <br /> contemporary-culture-an-e-interview-with-dr-deborah-brandt/>.<br />Hamilton, Buffy. “In Their Own Words: Students Provide a Video Tour of Their Netvibes Learning <br /> Portals .” The Unquiet Librarian. N.p., 26 Mar. 2010. Web. 8 Apr. 2010. <br /> <http://theunquietlibrarian.wordpress.com/‌2010/‌03/‌26/‌in-their-own-words-students-provide- <br /> a-video-tour-of-their-netvibes-learning-portals/>.<br />The Knight Commission on the Information Needs of Communities in a Democracy. <br /> “Recommendation 6.” The Knight Commission on the Information Needs of Communities in a <br /> Democracy. Aspen Institute Communications and Society Program, 2 Oct. 2009. Web. 8 Apr. <br /> 2010. <http://www.knightcomm.org/‌recommendation6/>.<br />Lankes, R. David. “Introduction.” The Participatory Librarianship Starter Kit. N.p., n.d. Web. 9 Apr. <br /> 2010. <http://ptbed.org/‌intro.php>.<br />
    • 49. suggested readings<br /><ul><li>Knight Foundation Recommendation 6
    • 50. My E-Interview with Dr. Deborah Brandt
    • 51. Students Discuss Their Netivbes Learning Portals (features student video interviews on YouTube)
    • 52. A Student Discusses Interacting with an Expert on His Blog (features student video interview on YouTube)
    • 53. The Unquiet Librarian Blog
    • 54. Libraries and Transliteracy Blog
    • 55. The Unquiet Library's Research Pathfinders at LibGuides
    • 56. The Media 21 Project (please see this resource page 1 as well as resource page 2 )
    • 57. Supporting Transliteracy with Evernote: Evernote for Every Literacy
    • 58. The Participatory Librarianship Starter Kit</li></li></ul><li>contact information<br />buffy.hamilton@gmail.com<br />http://theunquietlibrarian.wordpress.com<br />http://theunquietlibrarian.wikispaces.com<br />https://sites.google.com/site/theunquietlibrary/<br />http://bit.ly/8YbOC0 (resource page for today’s presentation) <br />

    ×