ALA 2011 - Why Transliteracy
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ALA 2011 - Why Transliteracy

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ALA 2011 - Why Transliteracy Presentation Transcript

  • 1. Information Literacy vs. Transliteracy: Lessons for Library Instruction Lane Wilkinson “Why Transliteracy?” panel New Orleans - June 25, 2011
  • 2. Information Literacy vs. Transliteracy: Lessons for Library InstructionThree GoalsWhat’s the difference?How is transliteracy relevant?Lessons we can learn.
  • 3. difference What is the differencebetween transliteracy and information literacy?
  • 4. information economic social orality economic meta web healthnew financial media transliteracy literacy cultural digital critical print visual computer scientific statistical historical electracy post- visual financial numeracy
  • 5. information economic social orality economic meta web healthnew financial media transliteracy literacy cultural digital critical print visual computer scientific statistical historical electracy post- visual financial numeracy
  • 6. literacy
  • 7. literacyReading andwriting?
  • 8. literacy Clicking and typing?
  • 9. literacyPosting andhosting?
  • 10. literacy Is there a common Yes thread?
  • 11. literacyLiteracy is our way ofaccessing the flow of information.
  • 12. literacyLiteracy is a means for encoding and decoding that information.
  • 13. literacy We encode and decode information in order to communicate.
  • 14. literacy Literacy is about communication
  • 15. literacyLiteracy is the ability to communicatemeaning by encoding and decoding information.
  • 16. literacy(sort of)
  • 17. literacyThis is literacy in the descriptive sense.
  • 18. literacy Sometimes we talk about literacy in an evaluative sense.
  • 19. literacy We talk about the skills needed to evaluate information.
  • 20. literacyHealth literacy
  • 21. literacy Scientific literacy
  • 22. literacyMedia literacy
  • 23. literacy Critical literacy …and beyond
  • 24. literacy Each of these senses of literacy are neutral withrespect to specific media
  • 25. literacy They are aboutevaluating information, not communicating information
  • 26. How is this relevant? Isn’t it just splitting hairs?
  • 27. literacycommunicate Print Orality Signing Computer Visual Digital
  • 28. literacycommunicate evaluate Print By Subject By Concept Orality Health Critical Signing Scientific Media Computer Economic Cultural Visual &c. &c. Digital
  • 29. literacycommunicate evaluate Print By Subject By Concept Orality Health Critical Signing Scientific Media Computer Economic Cultural Visual &c. &c. Digital
  • 30. literacy evaluate This is By Subject By Conceptinformation Health Scientific Critical Media literacy Economic &c. Cultural &c.
  • 31. literacycommunicate Print This is not Orality Signing information Computer Visual literacy Digital
  • 32. literacycommunicate Print Orality This is Signing Computer transliteracy Visual Digital
  • 33. trans- Transliteracy addresses the way we communicate literacy information across multiple media Information literacyaddresses the way we information evaluate information using multiple skills literacy
  • 34. Is library instruction aboutevaluation or communication?
  • 35. relevanceHow is transliteracy relevant to library instruction?
  • 36. relevance Our studentshave grown up immersed in information
  • 37. relevanceThey don’t justread and write
  • 38. relevance They upload,download, tweet, like, and text.
  • 39. relevanceThey communicate information
  • 40. relevanceBut they hit a wall in the library
  • 41. relevanceThey see the library as different…
  • 42. relevance…and therefore inaccessible
  • 43. relevanceThe library is out of their network
  • 44. relevance They want tocommunicate…
  • 45. relevance…what do we want?
  • 46. What are we doing to make the library part of their network?
  • 47. transliteracy What lessons can transliteracy teach us?
  • 48. transliteracy Communication is distributed acrossinformation sources
  • 49. informationInformation flows all around us
  • 50. informationLiteracy is how we interact with that information
  • 51. information Multiple ways to interact
  • 52. information Multiple ways to interact
  • 53. information The library is not alone
  • 54. informationThere are other information sources out there.
  • 55. information Show your students that the libraryoffers another way of communicating
  • 56. transliteracy Information resources don’tstand alone, they interact
  • 57. interaction We tend to teach the differences
  • 58. interaction Popular vs. Scholarly
  • 59. interaction Wikipedia vs. Experts
  • 60. interaction Print vs. Digital
  • 61. interaction The Library vs. Google
  • 62. interaction The Library vs. Google
  • 63. interactionWe forget that though there are differences…
  • 64. interaction …that can be a good thing.
  • 65. interaction Different information sources playdifferent roles in research…so teach them
  • 66. interactionTeach the interaction, not the differences
  • 67. interactionHelp them make the connection
  • 68. interactionBobish, G. (2011). Participation and pedagogy: connecting thesocial web to ACRL learning outcomes. Journal of AcademicLibrarianship, 37(1), 54-63.
  • 69. transliteracyThink in terms oftransferable skills
  • 70. transfer Using a range of media is just multiple literacies
  • 71. transfer Transliteracy is about combining and moving across a range of media
  • 72. transfer Moving across literacies requires more than just multiple skills
  • 73. transfer Moving across literacies requires skills that can adjust and transfer
  • 74. transfer
  • 75. transferThe concept ofmental modelsHolman, L. (2011). Millennial students’ mental models of search:implications for academic librarians and database developers. TheJournal of Academic Librarianship, 37(1), 19-27.
  • 76. transferMapping meaning and skills acrossmedia and tools. Holman, L. (2011). Millennial students’ mental models of search: implications for academic librarians and database developers. The Journal of Academic Librarianship, 37(1), 19-27.
  • 77. transfer
  • 78. transfer Finding The big Current The Metaphorkeywords picture research conversation & design
  • 79. transliteracy The takeaway
  • 80. transliteracyWhat can you take back to your instruction program?
  • 81. transliteracy Think about communicationTeach how information sources interact Look for skills that will transfer
  • 82. transliteracy Thanks! Lane WilkinsonUniv. of Tennessee at Chattanooga flavors.me/wilk
  • 83. transliteracy