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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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