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Transliteracy on a Shoestring for ALLA 2014, April 23, 2014

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  1. 1. Transliteracy Wendy Stephens Wednesday, April 23, 2014 Alabama Library Association
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  3. 3. The Transliteracies Research Project defines transliteracy “as the experience of ‘text-plus’ media by individuals and groups in digital, networked information environments. The ‘plus’ indicates the zone of negotiation—of mutation, adaptation, cooptation, hybridization, etc.—by which the older dialogue among print, writing, orality, and audiovisual media commonly called ‘text’ enters into new relations with digital media and with networked communication technologies.”
  4. 4. “Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related literacy types and incorporating emerging technologies. Standard definitions of information literacy are insufficient for the revolutionary social technologies currently prevalent online” (Mackey & Jacobson, Reframing Information as a Metaliteracy, 2011, 62-78)
  5. 5. (plain text is boring)
  6. 6. Mackey & Jacobson, “Reframing Information as a Metaliteracy,” 2011, 62-78
  7. 7. What’s new What’s not Social media Collaborative online communities “Transient and free- flowing” Dynamic Different product forms Information literacy Critically evaluate, share, and produce content Acquire, produce, share knowledge
  8. 8. Social media is becoming more visual… 63% of social media involves images 32% of social media involves videos
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  10. 10. App smashing
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  12. 12. transliteracy as a prism
  13. 13. Why? “Art makes data sticky.”
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  15. 15. Seminal resources, no longer updated Mackey, T.P. & Jacobson, T.E. (2011) “Reframing Information Literacy as a Metaliteracy.” College & Research Libraries 72, 1. 62-78. y%20CLR%202011.pdf
  16. 16. Tools of Metaliteracy Carolyn Jo Starkey SVHS/JCIB/SVTA Alabama State University Alabama Library Association Annual Conference Wednesday, April 23,
  17. 17. history-of-social-media
  18. 18. blog.speaksocial.n et We started talking…
  19. 19. ….and refused to stop.
  20. 20.
  21. 21. Developed in 2008 by Brian Solis, The Conversation Prism is a visual map of the social media landscape. It’s an ongoing study in digital ethnography that tracks dominant and promising social networks and organizes them by how they’re used in everyday life. The Conversation Prism 2008
  22. 22. The Conversation Prism 2009
  23. 23. The Conversation Prism 2010
  24. 24. The Conversation Prism 2013
  25. 25. …the information superhighway has given way to a collaborative social network. Information in this decentered environment is fragmented and transient, requiring new approaches to literacy education. --Mackey and Jocobson, (2014), p. 8
  26. 26. As a reframing of information literacy, it (metaliteracy) highlights metacognition, or thinking about one’s thinking, as an essential reflective practice for self- empowerment, participation, and cooperation in today’s open social media environment. program-abstracts
  27. 27. “This approach leads to expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.” –Jacobson and Mackey, 2013
  28. 28. For some students, metaliteracy may be a way to augment their practice of the tools they already use by encouraging them to evaluate user feedback and dynamic content critically, create contexts for user-generated information, and understand privacy, ethics, and intellectual property issues in a shifting information landscape. For others, the framework of metaliteracy creates an imperative for educators to increase student access to and understanding of the tools, skills, and knowledge they need to succeed in the world and to be active participants. --Stephanie Debner (
  29. 29. Every day, I see students who are adept with mobile technology, but cannot attach a document to an email or complete tasks on a computer that would be assumed competencies in many workplace situations. Likewise, I also see students who are very good at finding information and fairly savvy about evaluating it, but feel disconnected from the idea that they themselves are information producers. --Stephanie Debner (
  30. 30. Metaliteracy asks us to think about what constitutes a literate person in contemporary American society. It also asks us how we can reconfigure our pedagogical philosophy and teaching practices to ensure that our students leave our institutions equipped to access and participate in the many information communities available to them. --Stephanie Debner (
  31. 31. Innovative Method of Tracking Competencies: Badging
  32. 32. Innovative Method of Tracking Competencies: Badging
  33. 33. Innovative Method of Tracking Competencies: Badging 1.Master Evaluator 2.Digital Citizen 3.Producer & Collaborator 4.Empowered
  34. 34. Innovative Method of Tracking Competencies: Badging
  35. 35. Innovative Method of Tracking Competencies: Badging
  36. 36. Innovative Method of Tracking Competencies: Badging
  37. 37. Innovative Method of Tracking Competencies: Badging
  38. 38. Innovative Method of Tracking Competencies: Badging
  39. 39. Innovative Method of Tracking Competencies: Badging
  40. 40. Questions