transforming information literacy for today’s k-12 learners through the lenses of transliteracy,...

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Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning CC image via http://www.flickr.com/photos/mindfulness/33922613/sizes/l/in/photostream/ Presented by Buffy J. Hamilton | February 2012 |NEFLIN

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  • 1.TransformingInformation Literacy for Todays K-12 Learners Through the Lenses of Transliteracy,Inquiry, andParticipatory Learning Presented by Buffy J. Hamilton | February 2012 |NEFLINCC image via http://www.flickr.com/photos/mindfulness/33922613/sizes/l/in/photostream/

2. how are we helping students create conversationsabout multiple ways of reading and writing todaysworld? 3. how to provide learning experiences that provide students more ownership and increased participation in conversations for learningCC image via http://www.flickr.com/photos/guillaumeseguin/5294641318/sizes/l/in/faves-10557450@N04/ 4. our canvas for reframing our vision of information literacy: transliteracy, inquiry, and participatorylearning andculture CC image viahttp://www.flickr.com/photos/blueshoe/5645198954/sizes/o/in/photostream/ 5. Transliteracy is the ability to read,write and interact across a range ofplatforms, tools and media fromsigning and orality throughhandwriting, print, TV, radio and film,to digital social networks.Source: http://nlabnetworks.typepad.com/transliteracy/ 6. but what does that really mean? 7. CC image viahttp://www.flickr.com/photos/drh/2578799446/sizes/l/in/photostream/ 8. Transliteracy is an umbrella term encompassingdifferent literacies and multiple communicationchannels that require active participationwith and across a range of platforms, andembracing both linear and non-linear messagesDr. Susie AndrettaLondon Metropolitan University Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf 9. Transliteracy is a a convergence of literacies(Lippincott, 2007: 17) as the boundariesbetween medial literacy, digital literacy,technology literacy and information literacybecome blurred when individuals evolve fromconsumers of information to producers ofcontent.Dr. Susie AndrettaLondon Metropolitan University Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and http://net.educause.edu/ir/library/pdf/ERM07610.pdf 10. The most fundamental notion oftransliteracy is the ability to adapt.Its creating a literacy and fluiditybetween mediums thats not tiedto space or modality.Ryan Nadelfounder of 8 Leaf Digital Productions and an instructor at the Vancouver Film SchoolSource: http://spotlight.macfound.org/featured-stories/entry/what-is-this-buzz-word-transliteracy-a-qa-with-ryan-nadel/ 11. Transliteracy is concerned with mappingmeaning across different media and not withdeveloping particular literacies about variousmedia. It is not about learning text literacy andvisual literacy and digital literacy in isolationfrom one another but about the interactionamong all these literacies.Tom IpriLiaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at DrexelUniversitySource: http://crln.acrl.org/content/71/10/532.full 12. thinking linearly about literacy is seldoma good idea. Literacy should be thought ofas a holistic ecology, not a linear seriesof events and changesProfessor Sue ThomasDe Montfort University, Leicester, UK Source: http://bit.ly/p4g9YJ 13. 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 constantlygrowing and adding chambers to its shell. Jamie Hollier Project Coordinator for Public Computing Centers atce: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/ Colorado State Librarymage via http://www.flickr.com/photos/donlonphoto/2721385316/ 14. embrace the potentials andchallenges of this [participatory]emerging culture not as areplacement for existing printpractices but as an expansion ofthem~henry jenkins~ 15. http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html 16. CC image via http://bit.ly/r8oa8n 17. how do we disrupt what paulo freire terms the banking system of education that devaluesinquiry?Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/ 18. we cant cultivate networked learners without putting pedagogy before toolsCC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/ 19. the inquirydrivenclassroom CC image via http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves-10557450@N04/ 20. Graphic used with permission from Dr. Barbara Stripling 21. values dis-ease--there are manyquestions raised without answersSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freireImage used under a CC license from http://www.flickr.com/photos/eleaf/2536358399/sizes/l/ 22. establishesmore thanthe teacheras validatorof knowledge/workCC image viahttp://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostream/Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 23. nurtures a feeling of responsibility tooneself and to the classCC 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 24. recognizes classroom as a complicated, non- laboratory place filled with complex, caring human beingsSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 25. fights culture of school that wants THEright answerSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 26. exercises patience- doesnt give up too quickly andrealizes community/learning/inquiry doesnt happenovernightSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 27. values transparency and make the class partof determining what is occurringSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freireImage used under a CC license fromhttp://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/ 28. relatively low barriers to artisticexpression and civic engagement 29. strong support for creating and sharing onescreations with others 30. what is known by the most experienced is passed along to novices 31. members believe that their contributions matter 32. members feel some degree of socialconnection with one anotherCC image via http://www.flickr.com/photos/buildingunity/303497031/sizes/l/in/faves-10557450@N04/ 33. how can an inquiry stance onlearning encourageparticipatory learning andtransliterate learningpractices/experiences? 34. multiple tools, multiple literaciesCC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/ 35. Graphic used with permission from Dr. Barbara Stripling 36. Source: http://www.slideshare.net/theunquietlibrary/inquiry-and-the-learning-process 37. 1connect 38. awakening prior knowledgeKristin FontichiaroCC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/ 39. Connectingproviding context and backgroundproviding focus to deal knowledge/building with information schemaoverload (big idea thinking) 40. Connecting Collaborative Scale/share Provideknowledgeconstructed choices buildingknowledge 41. 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 42. MindomoCC image via http://www.flickr.com/photos/azureluv/418634544/sizes/o/in/photostream/ 43. Bubbl.usCC image via hhttp://www.flickr.com/photos/trufflepig/3357979840/sizes/l/in/photostream/p://www.flickr.com/photos/azureluv/418634544/sizes/o/in 44. Source: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/ 45. Student Reactions to Mindmapping Students were generally quite positive about theprocess and indicated it was helpful in betterdiscerning important information and big ideas as wellas organizing that information; this feedbackwas encouraging since these were challenges studentsidentified in our research project last semester. Other students shared they felt they were able toinitiate and sustain a richer level of participationand engagement as members of their Fishbowlsbecause the mindmap helped them easily rememberkey ideas they wanted to share and was a quick way toprompt talking points as opposed to looking a writtenreflection. 46. Student Reactions to Mindmapping Several students also indicated they felt creating themindmap helped them better synthesize and rememberthe information they were finding in their research. Some students indicated they would enjoy having theoption to create a mindmap rather than always writing anarrative reflection for Fishbowl discussions about theirnovel/book studies. One student shared that the mindmapping helped her feelas though her Fishbowl now had multiple experts ondifferent topics and that the group was able to cover abroader amount of information with more depth;additionally, she thought the mindmap sharing createda different element of fun for the Fishbowl discussion. Shedescribed mindmapping as helping students to create a3D perspective about a topic instead of just brushing thesurface with a boring 2D perspective. 47. 2 wonderCC image via http://www.flickr.com/photos/mymollypop/2646559132/sizes/l/ 48. Wonder Scale/shareSmall/wholeconstructedDeveloping groupknowledge questions brainstormingwith larger classroom 49. collective knowledge and curation as wewonderCC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/ 50. fishbowl discussions 51. CC image via http://www.flickr.com/photos/shareski/5669939986/sizes/l/in/photostream/ 52. 3investigate 53. InvestigateOrganizingEvaluating Search Skills Information Information Reflection/ Information Ethical use ofMetacognitiondashboards information 54. inquiry, engagement, and collectiveintelligence face to face 55. inquiry, engagement, and collectiveintelligence via virtual mediums 56. netvibes 57. symbaloo 58. curation 59. citation management and collaborative sourceevaluation 60. 4construct 61. Constructing New UnderstandingsSynthesisFinding patterns/relationshipsDeveloping conclusions 62. CC image viahttp://www.flickr.com/photos/lizadaly/2944376209/sizes/l/in/photostream/ 63. CC image via http://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/ 64. Source: http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf 65. CC image via http://www.flickr.com/photos/tambako/3129100592/sizes/l/in/faves-10557450@N04/ 66. CC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/ 67. Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2 68. Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2 69. 5expressCC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/ 70. ExpressShared Learning Authenticity/ Digital Rigor Creativity 71. Looking at this across thedisciplines you start to seehow important theknowledge-creationactivity plays into thesense of identity. Theoverriding theme is thatone does not become ascholar until they havecreated something new. Intheir eyes, it is the act ofcreation thatdistinguishing the studentfrom the scholar.Brian Mathews, Assistant University Librarianat UC Santa Barbara 72. netvibes 73. digital research texts 74. 6 reflectCC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/ 75. Reflect process product 76. Reflect: Assessment and EvaluationFormative Self Summative 77. formativeassessment: the measurementof knowledge and skills during the process oflearningSource: Stripling, 2007/2009, pp. 167-68 78. 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 learningSource: Stripling, 2009 79. summativeassessment is themeasurement of knowledgeand skills at the end of aprocess of learning inorder todetermine the amount and quality of learning Source: Stripling, 2007/2009, pp. 167-68 80. Summative Assessments Presentations Multimedia creations(Voice Thread, Video, PortfoliosGlogster) Text based papers Tests/Exams Reflective narratives Performance based tasksSource: Stripling, 2009 81. student self-assessment:who is in charge ofyourlearning? 82. Standards for the 21st Century Learner in ActionOriginal photography by Buffy J. Hamilton 83. 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 environmentSource: Harada, 2010 84. Examples of Student Led FormativeAssessments 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 85. Rubric Source: http://ourlostchildren.wikispaces.com/file/view/VoiceThread+Rubric.pdf 86. Source:http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/ 87. Source: http://www.slideshare.net/buffyjhamilton/post-fishbowl-discussion-reflections 88. Source: http://www.slideshare.net/buffyjhamilton/information-source-evaluation-jackson-hamilton-hero-project-winter-2012 89. Source: http://www.slideshare.net/theunquietlibrary/digital-research-project-peer-review-form-media-21-fall-2011-prezi 90. CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/ 91. connectingcreatingcollaboratingconstructing 92. CC image viahttp://www.flickr.com/photos/xjrlokix/5097846224/sizes/l/in/photostream/ 93. contact information [email protected]://theunquietlibrarian.wordpress.com http://buffyjhamilton.wordpress.com Twitter: @buffyjhamilton 94. Works CitedBerger, Pam. Student Inquiry and Web 2.0. School Library Monthly 26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. .Fontichiaro, Kristin. Nudging Toward Inquiry (AASL 2009). American Association of School LibrariansNational 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. . 95. Works CitedHarada, Violet. Self-assessment: Challenging students to take charge of learning.School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23Oct. 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 theTaxonomy. The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept.2011. Web. 23 Oct. 2011..Stripling, Barbara. Assessing Information Fluency: Gathering Evidence of StudentLearning. 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. SantaBarbara, CA: Libraries Unlimited, 2009. 166-170. Print.- - -. Teaching Students to Think in the Digital Environment: Digital Literacy andDigital Inquiry. School Library Monthly 26.8 (2010): n. pag. School Library Monthly.Web. 23 Oct. 2011. .