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ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
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ALA 2011 - Why Transliteracy

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The PowerPoint version does not render properly, so here's my ALA panel presentation in PDF form.

The PowerPoint version does not render properly, so here's my ALA panel presentation in PDF form.

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  • 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

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