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Transforming Information Literacy for Today's Students: Libraries as Sponsors of Transliteracy

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presented by Buffy J. Hamilton, ALA Annual

presented by Buffy J. Hamilton, ALA Annual
Sunday, June 26, 2011 - 8:00am - 10:00am
LOCATION:
Convention Center
Rm 338

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Transforming Information Literacy for Today's Students: Libraries as Sponsors of Transliteracy Transforming Information Literacy for Today's Students: Libraries as Sponsors of Transliteracy Presentation Transcript

  • transforming information literacy for today's students: libraries
    as sponsors
    of transliteracy
    buffy j. hamilton|| ala annual 2011
    CC image via http://www.flickr.com/photos/spettacolopuro/3900502523/sizes/o/in/photostream/
  • cc licensed photo by The Shifted Librarian: http://www.flickr.com/photos/shifted/3360687295/
  • how to provide learning experiences that provide students more ownership and increased participation in conversations for learning
    CC image via http://www.flickr.com/photos/guillaumeseguin/5294641318/sizes/l/in/faves-10557450@N04/
  • connecting creating
    collaborating
    constructing
  • how to create flexible and fluid
    learning spaces
    CC image via http://goo.gl/fHZ85
  • how to embed the library in the lives and learning spaces of students
    CC image via http://goo.gl/bNrmp
  • libraries as communal experiences and “commonplace” texts constructed by participants
    CC image via http://goo.gl/6M6GR
  • libraries as sites of the experience of self-excavation and discovery through learning
    CC image via http://goo.gl/MjZ6d
  • participatory librarianship is a lens to help us see the possibilities and context for a shared vision of library in learning communities
  • “It’s all about learning…
    how is this going to fundamentally enrich a conversation?
    There isn’t a part of the library that isn’t about learning. Learning is a collaborative conversation.”
    Dr. David Lankes
    CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves-10557450@N04/
    Participatory Librarianship and Change Agents: http://blip.tv/file/1566813
  • shared ownership of learning and conversations for learning
    CC image viahttp://www.flickr.com/photos/soldiersmediacenter/1690071759/sizes/l/in/faves-10557450@N04/
  • knowledge construction and creation
    cc licensed flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945/
  • focus on inquiry and learning
  • values dis-ease--there are many questions raised without answers
    Image used under a CC license from http://www.flickr.com/photos/eleaf/2536358399/sizes/l/
    Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • establishes more than
    the teacher
    as validator
    of knowledge/
    work
    CC image via http://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostream/
    Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • nurtures a feeling of 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
  • 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
    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/
  • 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
    CC image via http://www.flickr.com/photos/buildingunity/303497031/sizes/l/in/faves-10557450@N04/
  • a participatory climate amplifies the possibilities for creating conversations for learning via multiple mediums
  • 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
  • how are you 
    accessing, 
    organizing, and sharing 
    information 
    about what 
    you're learning at the conference this weekend and beyond?
    CC image via http://goo.gl/SUt3i
  • Participate and Share
    CC images via http://bit.ly/mEVvHC, http://bit.ly/lKjbVv , and http://bit.ly/lu4G0T
  • Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
  • multiple tools, multiple literacies
    CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  • collective knowledge and curation
    CC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/
  • transliteracy is the umbrella for how people are using multiple literacies---traditional and emerging ---to access and share information as well as create new meaning
    CC image via http://www.flickr.com/photos/roome/515419918/sizes/l/
  • growing up digital
    Image used under a CC license from http://www.flickr.com/photos/courosa/3605504536/sizes/o/
  • mobile
    Image used under a CC license from http://www.flickr.com/photos/_lovenothing/3772984885/sizes/l/
  • multi-taskers
  • continuously connected
    CC image via http://www.flickr.com/photos/martosc/5163826399/sizes/l/in/photostream/
  • socially networked
    CC image via http://www.flickr.com/photos/phefrade/3129356346/sizes/o/in/photostream/
  • information is plentiful; effective filtering is a challenge
    CC image via http://www.flickr.com/photos/28481088@N00/3430131473/sizes/o/in/photostream/
  • they’re leaving digital footprints
    CC image via http://www.flickr.com/photos/andy_5322/104324029/sizes/z/
  • the myth of the digital native
    CC image via http://www.flickr.com/photos/limonada/340723505/sizes/o/in/photostream/
  • a participation gap exists
  • many lack new forms of “literacy, the energy supply of the information age”
    deborah brandt
  • 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
  • “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~
  • a sponsor of literacy includes any agent who enables, supports, teaches, and models, as well as recruits, regulates, suppresses, or withholds literacy
    Source: Dr. Deborah Brandt, Literacy in American Lives
    CC image via http://www.flickr.com/photos/jillianaphotography/1241269113/sizes/l/in/photostream/
  • create conversations about multiple ways of reading and writing today’s world
  • participatory culture is the catalyst
    CC image via http://goo.gl/QNX5P
  • we can’t cultivate transliterate learners without putting pedagogy before tools
    CC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/
  • CC image via http://www.flickr.com/photos/khalidalbaih/5653817859/sizes/l/in/faves-10557450@N04/
  • connectivism
  • “learning is the process of creating connections and developing a network”
    Definition Source: http://en.wikipedia.org/wiki/Connectivism
  • http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html
  • partnerships for learning
  • vanishing boundaries
  • Media 21 Target Groups and Timeline
    Two sections of 10th Honors Literature/Composition
    Original plan: nine to twelve week unit of study
    Conceptual model of librarian and classroom teacher as co-teachers in an integrated setting
    Information literacy as a seamless, integrated literacy into content area study
  • Media 21 Learning Targets
    Identify and evaluate the authority of any information source
    Identify cloud computing and social media tools for managing and organizing information
    Apply strategies for developing lines of inquiry and research questions
  • Media 21 Goals
    Construct a personal learning network (PLN) and environment (PLE)
    Collaborate with others to construct new meanings
    Identify and utilize alternate ways of producing and sharing knowledge
  • what mediums and strategies cultivate conversations for learning in libraries and give participants a voice to distribute “the library”?
    CC image via http://www.flickr.com/photos/willemvelthoven/2620761140/sizes/l/in/faves-10557450@N04/
  • conversations for reflection, metacognition, and connectingthrough blogging
  • information evaluation/social scholarship through subject guides
  • libguides mobile
  • supporting network and attention literacy with information dashboards
  • netvibes
  • netvibes
  • symbaloo
  • cloud computing and global connections for social learning
  • conversations via networked learning with experts around the world
  • inquiry, engagement, and collective intelligence face to face
  • inquiry, engagement, and collective intelligence via virtual mediums
  • collaborative knowledge constructionwith google docs
    CC image via http://goo.gl/urjhc
  • collaborative learning and knowledge building
  • digital learning portfolios
  • social bookmarking
    CC image via http://www.flickr.com/photos/cambodia4kidsorg/260004685/sizes/o/in/photostream/
  • diigo and evernote
    CC image via http://www.flickr.com/photos/antonio_ortiz/234717762/sizes/o/in/photostream/
  • diigo: sticky notes/highlighting
  • mobile bookmarking
  • spaces for honoring patron voices, expertise, and opinions
  • assessment
  • formative and summative assessments
  • embedded instruction and formative assessment through Google Docs
  • digital citizenship
    CC image via http://www.flickr.com/photos/andy_5322/104324029/sizes/z/
  • CC image via http://www.flickr.com/photos/fredcavazza/2564571564/sizes/m/in/photostream/
  • digital citizenship and ethical use of information
  • citation management and collaborative source evaluation
  • challenges
  • insights/transformations
    CC image via http://www.flickr.com/photos/lynnfriedman/4285832795/sizes/o/in/faves-10557450@N04/
  • “The progress they have made as independent learners and critical thinkers has been rewarding to watch. It has been such a stretch for them to move from “learned helplessness” where they are totally dependent on their teachers to “resourceful thinker” where they can access information and accept responsibility for their own learning.”
    Susan Lester
  • “I can actually say that I have changed for the better. I have never had such a life changing research topic and this definitely has changed my life. I couldn’t believe how much this research project affected me. It definitely forced me to look at myself and made me ask myself what I could do better in my life to help impact other people. I feel that this research that I have done will make a huge difference to others because they too will see what they can do to help others. I hope that by reading my essay, others will decide to devote their time and life to helping those that are in need.”
    10th grade student
  • “I realized that we all need to be more aware of things going on in places other than our backyard. We should be concerned with the well being of everyone and not just the people within our borders. I've heard the phrase "it only take s one person to make a difference" my whole life. But, I've never considered myself to be that one person. And I've just been waiting for someone else to do something. I believe that most of Americans are like that. However that needs to change.“
    10th grade student
  • relationships are the cornerstone of libraries, learning, and participation
    CC image via http://goo.gl/3qSaE
  • frame yourself as a learner and let the partnerships for learning illuminate your practice
    CC image via http://www.flickr.com/photos/mash/5780065371/sizes/l/in/photostream/
  • future directions
  • curation
  • digital writing and publishing
  • networked learning communities
  • deeper idea storming, independence, inquiry, and ownership
  • CC image via http://www.flickr.com/photos/shifted/3360687477/sizes/o/
  • “No risk, no art. No art, no
    reward.”
    Seth Godin
    CC image via http://www.flickr.com/photos/pure9/2606460947/sizes/o/
    Seth Godin, September 2010 http://bit.ly/9Vkh1K
  • http://theunquietlibrary.libguides.com/media21
  • http://theunquietlibrarian.wordpress.com/
  • CC image via http://www.flickr.com/photos/xjrlokix/5097846224/sizes/l/in/photostream/
  • contact information
    @buffyjhamilton
    buffy.hamilton@gmail.com
    http://theunquietlibrarian.wordpress.com
    http://theunquietlibrarian.wikispaces.com