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Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning
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Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning


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  • 1. Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning Presented by Buffy J. Hamilton | February 2012 |NEFLINCC image via
  • 2. how are we helping students create conversationsabout multiple ways of reading and writing today’sworld?
  • 3. how to provide learning experiences that provide students more ownership and increased participation in conversations for learningCC image via
  • 4. our canvas for reframing our vision of information literacy: transliteracy, inquiry, and participatory learning and culture CC image via
  • 5. Transliteracy is the ability to read,write and interact across a range ofplatforms, tools and media fromsigning and orality throughhandwriting, print, TV, radio and film,to digital social networks.Source:
  • 6. but what does that really mean?
  • 7. CC image via
  • 8. Transliteracy is an umbrella term encompassingdifferent literacies and multiple communicationchannels that require active participationwith and across a range of platforms, andembracing both linear and non-linear messagesDr. Susie AndrettaLondon Metropolitan University Source:
  • 9. Transliteracy is a “a convergence of literacies”(Lippincott, 2007: 17) as the boundariesbetween medial literacy, digital literacy,technology literacy and information literacybecome blurred when individuals evolve fromconsumers of information to producers ofcontent.Dr. Susie AndrettaLondon Metropolitan University Source: and
  • 10. “The most fundamental notion oftransliteracy is the ability to adapt.It’s creating a literacy and fluiditybetween mediums that’s not tiedto space or modality.”Ryan Nadelfounder of 8 Leaf Digital Productions and an instructor at the Vancouver Film SchoolSource:
  • 11. Transliteracy is concerned with mappingmeaning across different media and not withdeveloping particular literacies about variousmedia. It is not about learning text literacy andvisual literacy and digital literacy in isolationfrom 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 DrexelUniversitySource:
  • 12. …thinking linearly about literacy is seldoma good idea. Literacy should be thought ofas a holistic ecology, not a linear seriesof events and changes…Professor Sue ThomasDe Montfort University, Leicester, UK Source:
  • 13. “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 Hollier Project Coordinator for Public Computing Centers atce: Colorado State Librarymage via
  • 14. “embrace the potentials andchallenges of this [participatory]emerging culture not as areplacement for existing printpractices but as an expansion ofthem”~henry jenkins~
  • 15.
  • 16. CC image via
  • 17. how do we disrupt what paulo freire terms the “banking” system of education that devalues inquiry?Image used under a CC license from
  • 18. we can’t cultivate networked learners without putting pedagogy before toolsCC image via
  • 19. the inquirydrivenclassroom… CC image via 10557450@N04/
  • 20. Graphic used with permission from Dr. Barbara Stripling
  • 21. values dis-ease--there are manyquestions raised without answersSource: Image used under a CC license from
  • 22. establishesmore thanthe teacheras validatorof knowledge/workCC image via Source:
  • 23. nurtures a feeling of responsibility tooneself and to the classCC image via
  • 24. recognizes classroom as a complicated, non- laboratory place filled with complex, caring human beingsSource:
  • 25. fights culture of school that wants THEright answerSource:
  • 26. exercises patience- doesnt give up too quickly andrealizes community/learning/inquiry doesnt happenovernightSource:
  • 27. values transparency and make the class part of determining what is occurring Source: used under a CC license from
  • 28. relatively low barriers to artisticexpression and civic engagement
  • 29. strong support for creating and sharing one’screations with others
  • 30. what is known by the most experienced is passed along to novices
  • 31. members believe that their contributions matter
  • 32. members feel some degree of social connection with one anotherCC image via
  • 33. how can an inquiry stance onlearning encourageparticipatory learning andtransliterate learningpractices/experiences?
  • 34. multiple tools, multiple literaciesCC image via
  • 35. Graphic used with permission from Dr. Barbara Stripling
  • 36. Source:
  • 37. 1 connect
  • 38. “awakening prior knowledge” Kristin FontichiaroCC image via
  • 39. Connecting providing context and background providing focus to deal knowledge/building with information schema overload (big idea thinking)
  • 40. Connecting Collaborative Scale/share Provide knowledge constructed choices building knowledge
  • 41. 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
  • 42. MindomoCC image via
  • 43. Bubbl.usCC image via h
  • 44. Source:
  • 45. Student Reactions to Mindmapping• Students were generally quite positive about the process and indicated it was helpful in better discerning important information and big ideas as well as organizing that information; this feedback was encouraging since these were challenges students identified in our research project last semester.• Other students shared they felt they were able to initiate and sustain a richer level of participation and engagement as members of their Fishbowls because the mindmap helped them easily remember key ideas they wanted to share and was a quick way to prompt talking points as opposed to looking a written reflection.
  • 46. Student Reactions to Mindmapping• Several students also indicated they felt creating the mindmap helped them better synthesize and remember the information they were finding in their research.• Some students indicated they would enjoy having the option to create a mindmap rather than always writing a narrative reflection for Fishbowl discussions about their novel/book studies.• One student shared that the mindmapping helped her feel as though her Fishbowl now had multiple experts on different topics and that the group was able to cover a broader amount of information with more depth; additionally, she thought the mindmap sharing created a different element of fun for the Fishbowl discussion. She described mindmapping as helping students to create a “3D” perspective about a topic instead of just “brushing the surface with a boring 2D” perspective.
  • 47. 2 wonderCC image via
  • 48. Wonder Scale/share Small/whole constructedDeveloping group knowledge questions brainstorming with larger “classroom”
  • 49. collective knowledge and curation as wewonderCC image via
  • 50. fishbowl discussions
  • 51. CC image via
  • 52. 3 investigate
  • 53. Investigate Organizing Evaluating Search Skills Information Information Reflection/ Information Ethical use ofMetacognition dashboards information
  • 54. inquiry, engagement, and collectiveintelligence face to face
  • 55. inquiry, engagement, and collectiveintelligence via virtual mediums
  • 56. netvibes
  • 57. symbaloo
  • 58. curation
  • 59. citation management and collaborative sourceevaluation
  • 60. 4 construct
  • 61. Constructing New Understandings Synthesis Finding patterns/ relationships Developing conclusions
  • 62. CC image via
  • 63. CC image via
  • 64. Source:
  • 65. CC image via
  • 66. CC image via
  • 67. Source:
  • 68. Source:
  • 69. 5 expressCC image via
  • 70. Express Shared Learning Authenticity/ Digital Rigor Creativity
  • 71. “Looking at this across thedisciplines you start to seehow important theknowledge-creationactivity plays into thesense of identity. Theoverriding theme is thatone does not become a“scholar” until they havecreated something new. Intheir eyes, it is the act ofcreation thatdistinguishing the studentfrom the scholar.”Brian Mathews, Assistant University Librarianat UC Santa Barbara
  • 72. netvibes
  • 73. digital research “texts”
  • 74. 6 reflectCC image via
  • 75. Reflect process product
  • 76. Reflect: Assessment and Evaluation Formative Self Summative
  • 77. formativeassessment: the measurement of knowledge and skills during the process of learningSource: Stripling, 2007/2009, pp. 167-68
  • 78. 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 learningSource: Stripling, 2009
  • 79. summativeassessment is themeasurement of knowledgeand skills at the end of aprocess of learning inorder todetermine the amount and quality of learning Source: Stripling, 2007/2009, pp. 167-68
  • 80. Summative Assessments • Presentations • Multimedia creations (Voice Thread, Video, • Portfolios Glogster) • Text based papers • Tests/Exams • Reflective narratives • Performance based tasksSource: Stripling, 2009
  • 81. student self-assessment:who is in charge ofyourlearning?
  • 82. Standards for the 21st Century Learner in ActionOriginal photography by Buffy J. Hamilton
  • 83. 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 environmentSource: Harada, 2010
  • 84. Examples of Student Led 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
  • 85. Rubric Source:
  • 86. Source:
  • 87. Source:
  • 88. Source:
  • 89. Source:
  • 90. CC image via
  • 91. connectingcreatingcollaboratingconstructing
  • 92. CC image via
  • 93. contact information Twitter: @buffyjhamilton
  • 94. Works CitedBerger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly 26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. < 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.>.- - -. “Rigorous Learning with 21st-Century Technology.” Vermont Dynamic Landscapes Conference. Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011. <>.
  • 95. Works CitedHarada, 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- 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. < 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. < v26n8p16.html>.