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ALA 2011 - Why Transliteracy
The document discusses the differences between information literacy and transliteracy and provides lessons for library instruction. It notes that while information literacy focuses on evaluating information using multiple skills, transliteracy addresses how people communicate information across different media. It argues that transliteracy is relevant to library instruction because students are accustomed to communicating information through various media, not just reading and writing. The document suggests that libraries should help students see the library as part of their information network and teach the interaction between information sources, not just their differences. It also advocates teaching transferable skills that allow students to move across literacies and adjust to different media and tools.
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ALA 2011 - Why Transliteracy
- 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 Instruction Three Goals What’s the difference? How is transliteracy relevant? Lessons we can learn.
- 3. difference Whatis the difference between transliteracy and information literacy?
- 4. information economic social orality economic meta web health new 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 health new financial media transliteracy literacy cultural digital critical print visual computer scientific statistical historical electracy post- visual financial numeracy
- 6.
- 7.
- 8. literacy Clicking and typing?
- 9.
- 10. literacy Is there a common Yes thread?
- 11. literacy Literacy is ourway of accessing the flow of information.
- 12. literacy Literacy is ameans for encoding and decoding that information.
- 13. literacy Weencode and decode information in order to communicate.
- 14. literacy Literacy is about communication
- 15. literacy Literacy is theability to communicate meaning by encoding and decoding information.
- 16.
- 17. literacy This is literacyin 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.
- 21. literacy Scientific literacy
- 22.
- 23. literacy Critical literacy …and beyond
- 24. literacy Eachof these senses of literacy are neutral with respect to specific media
- 25. literacy They are about evaluating information, not communicating information
- 26. How is thisrelevant? Isn’t it just splitting hairs?
- 27. literacy communicate Print Orality Signing Computer Visual Digital
- 28. literacy communicate evaluate Print By Subject By Concept Orality Health Critical Signing Scientific Media Computer Economic Cultural Visual &c. &c. Digital
- 29. literacy communicate 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 Concept information Health Scientific Critical Media literacy Economic &c. Cultural &c.
- 31. literacy communicate Print This is not Orality Signing information Computer Visual literacy Digital
- 32. literacy communicate Print Orality This is Signing Computer transliteracy Visual Digital
- 33. trans- Transliteracy addresses the way we communicate literacy information across multiple media Information literacy addresses the way we information evaluate information using multiple skills literacy
- 34. Is library instructionabout evaluation or communication?
- 35. relevance How is transliteracyrelevant to library instruction?
- 36. relevance Our students havegrown up immersed in information
- 37. relevance They don’t just readand write
- 38. relevance They upload, download, tweet, like, and text.
- 39. relevance They communicate information
- 40. relevance But they hita wall in the library
- 41. relevance They see thelibrary as different…
- 42.
- 43. relevance The library isout of their network
- 44. relevance They wantto communicate…
- 45. relevance …what do we want?
- 46. What are wedoing to make the library part of their network?
- 47. transliteracy What lessons can transliteracy teach us?
- 48. transliteracy Communication is distributed across information sources
- 49. information Information flows allaround us
- 50. information Literacy is howwe interact with that information
- 51. information Multiple waysto interact
- 52. information Multiple waysto interact
- 53. information The libraryis not alone
- 54. information There are otherinformation sources out there.
- 55. information Show yourstudents that the library offers another way of communicating
- 56. transliteracy Information resources don’t stand 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. interaction We forget thatthough there are differences…
- 64. interaction …that canbe a good thing.
- 65. interaction Different information sources play different roles in research…so teach them
- 66. interaction Teach the interaction,not the differences
- 67. interaction Help them makethe connection
- 68. interaction Bobish, G. (2011).Participation and pedagogy: connecting the social web to ACRL learning outcomes. Journal of Academic Librarianship, 37(1), 54-63.
- 69. transliteracy Think in termsof transferable 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.
- 75. transfer The concept of mentalmodels 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.
- 76. transfer Mapping meaning andskills across media 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.
- 78. transfer Finding The big Current The Metaphor keywords picture research conversation & design
- 79.
- 80. transliteracy What can youtake back to your instruction program?
- 81. transliteracy Think about communication Teach how information sources interact Look for skills that will transfer
- 82. transliteracy Thanks! Lane Wilkinson Univ. of Tennessee at Chattanooga flavors.me/wilk
- 83.