This document discusses transliteracy and participatory culture in education. It begins with questions about how educators can help students engage in conversations about multiple literacies and ways of reading and writing in today's world. It then provides definitions and perspectives on transliteracy from various scholars, which frame it as the ability to read, write and interact across different platforms, tools and media, requiring the ability to adapt between mediums. The document suggests that transliteracy in education values inquiry-driven learning, participatory experiences, and connecting students' informal learning experiences with formal classroom learning. It presents graphics illustrating principles of participatory culture and literate learning communities as a model for transliterate learning.
The Unquiet Library: make the connection: learning to play, playing to learnBuffy Hamilton
Presentation to the faculty of Creekview High School, July 29, 2009 by Buffy Hamilton. See the visual map referenced in this presentation at http://www.mindomo.com/view.htm?m=1d7256e89dee403cb977d41cb3b64809 . Many thanks to Helene Blowers for her permission to use her concept of learning and play in this presentation.
Metanarratives of Literacy Practices: Libraries as Sponsors of LiteraciesBuffy Hamilton
You may want to install these free fonts before downloading the PDF in order to see the slides properly: http://www.dafont.com/bebas-neue.font and Pacifico: http://www.dafont.com/pacifico.font
Skills That Transfer: Transliteracy and the Global Librarian (ACRL/NY 2011 Sy...Lane Wilkinson
Slides from my talk at ACRL/NY 2011. December 2, 2011. Baruch College, New York, NY.
Read a summary explanation at: http://librariesandtransliteracy.wordpress.com/2011/12/05/skills-that-transfer/
The Unquiet Library: make the connection: learning to play, playing to learnBuffy Hamilton
Presentation to the faculty of Creekview High School, July 29, 2009 by Buffy Hamilton. See the visual map referenced in this presentation at http://www.mindomo.com/view.htm?m=1d7256e89dee403cb977d41cb3b64809 . Many thanks to Helene Blowers for her permission to use her concept of learning and play in this presentation.
Metanarratives of Literacy Practices: Libraries as Sponsors of LiteraciesBuffy Hamilton
You may want to install these free fonts before downloading the PDF in order to see the slides properly: http://www.dafont.com/bebas-neue.font and Pacifico: http://www.dafont.com/pacifico.font
Skills That Transfer: Transliteracy and the Global Librarian (ACRL/NY 2011 Sy...Lane Wilkinson
Slides from my talk at ACRL/NY 2011. December 2, 2011. Baruch College, New York, NY.
Read a summary explanation at: http://librariesandtransliteracy.wordpress.com/2011/12/05/skills-that-transfer/
Silvia Rosenthal Tolisano
GloballyConnectedLearning.com
We are not podcasting in order to teach Audacity nor Garageband. We are not recording students for the fun of using microphone, nor are we blogging, so we can practice typing, we are not skyping for the purpose of using a webcam.
Teachers, parents and administrators, unfamiliar with the tools, might worry that “important” academic time is being lost and wasted as teachers are taking the time to podcast, blog, skype or wiki! It is important to explain that it is not about the latest technology tool.
It is about basic literacy skills (reading & writing)
It is about curriculum content
It is about engaging and motivating students.
It is about addressing, integrating and embedding 21st century skills and literacies, such as media, information, network and intercultural literacy.
California Community College Student Library & Technology Engagement Survey: ...char booth
If you have questions about this study or its open access questionnaire template (tinyurl.com/ltes-oatemplate), please visit www.cclccc.org/contact.html or email charbooth@gmail.com.
This report is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. To cite this work:
Booth, C. (2011). California Community College Student Library & Technology Engagement Survey: 2011 Pilot, Final Report. Sacramento, CA: Council of Chief Librarians of California Community Colleges, available from http://www.cclccc.org/.
Greenbelt Writing Project Grade 6 Menu of Writing Ideas and Projects Spring 2017Buffy Hamilton
Menu of greenbelt writing choices for 6th grade writers in the War Eagle Writing Studio. Designed and created by Buffy Hamilton; inspiration from Ralph Fletcher in Joy Write.
Adventures in Writing Instruction--Embracing the Wobble and FrictionBuffy Hamilton
Modified Ignite talk for faculty meeting, October 19, 2016
All images are copyright friendly---images that do not note image attribution are my own or created w/ copyright friendly images in Canva.
SWON Webinar: Written Conversations and Academic Literacies in LibrariesBuffy Hamilton
https://theunquietlibrarian.wordpress.com/category/written-conversation-strategies-2/ and https://www.pinterest.com/buffyjhamilton/written-conversation-strategies-examples-and-refle/
CU Boulder Symposium Keynote: Literacies for Every Season of Their Lives Apr...Buffy Hamilton
Certain fonts may be needed to see the slides correctly
https://www.pinterest.com/buffyjhamilton/fonts/
See https://theunquietlibrarian.wordpress.com/2015/04/25/cu-boulder-symposium-keynote-literacies-for-every-season-of-their-lives/ for links of importance from the presentation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Framing Transliterate Learning Through Inquiry and Participatory Culture
1. Framing Transliterate Learning
Through Inquiry and
Participatory Culture
Buffy J. Hamilton | AASL 2011
CC image via http://www.flickr.com/photos/horiavarlan/4304581412/sizes/l/in/photostream/
2. how are we helping students create conversations
about multiple ways of reading and writing today’s
world?
3. 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.
Source: http://nlabnetworks.typepad.com/transliteracy/
6. Transliteracy is an umbrella term encompassing
different literacies and multiple communication
channels that require active participation
with and across a range of platforms, and
embracing both linear and non-linear messages
Dr. Susie Andretta
London Metropolitan University
Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf
7. Transliteracy is a “a convergence of literacies”
(Lippincott, 2007: 17) as the boundaries
between medial literacy, digital literacy,
technology literacy and information literacy
become blurred when individuals evolve from
consumers of information to producers of
content.
Dr. Susie Andretta
London Metropolitan University
Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and
http://net.educause.edu/ir/library/pdf/ERM07610.pdf
8. “The most fundamental notion of
transliteracy is the ability to adapt.
It’s creating a literacy and fluidity
between mediums that’s not tied
to space or modality.”
Ryan Nadel
founder of 8 Leaf Digital Productions and an instructor at the Vancouver Film School
Source: http://spotlight.macfound.org/featured-stories/entry/what-is-this-buzz-word-transliteracy-a-qa-with-ryan-nadel/
9. Transliteracy is concerned with mapping
meaning across different media and not with
developing particular literacies about various
media. It is not about learning text literacy and
visual literacy and digital literacy in isolation
from one another but about the interaction
among all these literacies.
Tom Ipri
Liaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at Drexel
University
Source: http://crln.acrl.org/content/71/10/532.full
10. “…transliteracy is a shape-shifting eco-system
of behaviours and it is probably neither possible nor
desirable for anyone to understand enough to know
the whole elephant. The vital thing is to remember it
is always there and in constant motion. This means
recognising the limits of your own knowledge and
accepting a degree of messiness and uncertainty.”
Professor Sue Thomas
De Montfort University, Leicester, UK
Source: http://nlabnetworks.typepad.com/transliteracy/2010/12/argue.html
11. …thinking linearly about literacy is seldom
a good idea. Literacy should be thought of
as a holistic ecology, not a linear series
of events and changes…
Professor Sue Thomas
De Montfort University, Leicester, UK
Source: http://bit.ly/p4g9YJ
12. “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 at
ce: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/
Colorado State Library
mage via http://www.flickr.com/photos/donlonphoto/2721385316/
13. “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~
22. information is plentiful; effective filtering
is a challenge
CC image via http://www.flickr.com/photos/28481088@N00/3430131473/sizes/o/in/photostream/
23. they’re leaving digital footprints
CC image via
http://www.flickr.com/photos/andy_5322/
104324029/sizes/z/
24. the myth of
the digital
native
CC image via
http://www.flickr.com/photos/limonada/34072350
5/sizes/o/in/photostream/
28. “this means that our democratic institutions
(schools and libraries particularly) have to
work hard and thoughtfully to
mitigate these forces.”
Deborah Brandt
29. “the more that the school organizes
literacy teaching and learning to serve the
needs of the economic system, the more it
betrays its democratic possibilities”
deborah brandt
30. CC image via http://www.flickr.com/photos/jphilipson/582274247/sizes/l/in/photostream/
31. how can educators harness the power of social
media and new media literacies to close the gap and
grow each student’s cultural capital?
32. how do we disrupt what paulo freire terms the
“banking” system of education that devalues
inquiry?
Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/
33. we can’t cultivate networked learners without
putting pedagogy before tools
CC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/
34. the inquiry
driven
classroom…
CC image via
http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves-
10557450@N04/
36. values dis-ease--there are many
questions raised without answers
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire Image used under a CC license from
http://www.flickr.com/photos/eleaf/2536358399/sizes/l/
37. establishes
more than
the teacher
as validator
of knowledge/
work
CC image via
http://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostr
eam/
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
38. 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
39. 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
40. fights culture of school that wants THE
right answer
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
41. 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
42. 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/
48. 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/
49. literate
learning
communities
form around
shared
interests,
questions, and
passions in a
participatory
site of practice
CC image via http://www.flickr.com/photos/auro/230377281/sizes/o/in/faves-
10557450@N04/
50. a participatory climate amplifies the possibilities for
creating conversations for learning via multiple
mediums
55. “awakening prior knowledge”
Kristin Fontichiaro
CC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/
56. Connecting
providing context
and background
providing focus to deal
knowledge/building
with information
schema
overload (big idea
thinking)
57. Connecting
Collaborative Scale/share
Provide
knowledge constructed
choices
building knowledge
58. 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
79. Investigate
Organizing Evaluating
Search Skills
Information Information
Reflection/ Information Ethical use of
Metacognition dashboards information
108. 5
express
CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
109. Express
Shared Learning
Authenticity/
Digital Rigor
Creativity
110. “Looking at this across the
disciplines you start to see
how important the
knowledge-creation
activity plays into the
sense of identity. The
overriding theme is that
one does not become a
“scholar” until they have
created something new. In
their eyes, it is the act of
creation that
distinguishing the student
from the scholar.”
Brian Mathews, Assistant University Librarian
at UC Santa Barbara
128. formative
assessment:
the
measurement
of knowledge
and skills during
the process of
learning
Source: Stripling, 2007/2009, pp. 167-68
129. 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
learning
Source: Stripling, 2009
130. 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
131. summative
assessment is the
measurement of knowledge
and skills at the end of a
process of learning in
order to
determine
the amount and
quality of learning
Source: Stripling, 2007/2009, pp. 167-68
132. Summative Assessments
• Presentations • Multimedia creations
(Voice Thread, Video,
• Portfolios
Glogster)
• Text based papers • Tests/Exams
• Reflective narratives • Performance based
tasks
Source: Stripling, 2009
134. Standards for the 21st Century Learner
in Action
Original photography by Buffy J. Hamilton
135. 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
environment
Source: Harada, 2010
147. Works Cited
Berger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly
26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011.
<http://www.schoollibrarymonthly.com/articles/Berger2010-
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. http://vimeo.com/7715376>.
- - -. “Rigorous Learning with 21st-Century Technology.” Vermont
Dynamic Landscapes Conference.
Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011.
<http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf>.
148. Works Cited
Harada, 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-
sche.galileo.usg.edu/login?url=http://search.ebscohost.com/
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.
<http://chronicle.com/blognetwork/theubiquitouslibrarian/2011/09/26/what-it-
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. <http://www.schoollibrarymonthly.com/articles/Stripling2010-
v26n8p16.html>.