Libraries and Transliteracy

Farewell, and Thanks for the Memories

Bobbi Newman — Sun, 07 Oct 2012 21:10:54 +0000

The time has some to retire the Libraries and Transliteracy project.

Our purpose was to introduce the concept of transliteracy to librarianship at large. There are now whole conferences and workshops dedicated to the idea of transliteracy in all types of libraries. It is included in job titles, job descriptions, and grant proposals, and of course it has sparked much discussion. With this permeation of the concept we feel the time has come to move on. The site will remain as a resource and reference point. Many of us will continue to work with the concept of transliteracy in our own work.

I would like to thank my current and past co-authors, it has been an honor working with them on such an important project.

But most importantly – thank you to our readers over the years, we appreciate your support!

All the best
Bobbi

Filed under: Administrative

The Essential Elements of Digital Literacies

Bobbi Newman — Tue, 19 Jun 2012 14:01:49 +0000

A presentation by Doug Belshaw to the Association of Independent Schools of New South Wales (Australia) ICT Managers Conference 2011.

Filed under: Digital Literacy

Exploring Transliteracy: The New Literacies and Libraries

Bobbi Newman — Sun, 17 Jun 2012 11:37:26 +0000

After being away from Transliteracy for almost a year I recently gave two presentations on the topic. I had noticed a trend among librarians to equate transliteracy with digital literacy so part of my goal was to add some clarification. References are included in the slideshow but I’ve also provided them in this post for those who are interested.

Andretta, S. (2009). Transliteracy: Take a walk on the wild side. In World Library and Information Congress: 75 th IFLA Genreal Conference and Assembly, Milan, Italy: 23-27. http://eprints.rclis.org/handle/10760/14868
Ipri, T. (2010) Introducing Transliteracy. College & Research Libraries News, 71(10), 532-567.
Karp, J. (2010, Oct 25). What is this buzz word “transliteracy”? (Blog) Retrieved from http://spotlight.macfound.org
Newman, B., Ipri, T. (2011). Beginner’s guide to transliteracy. Retrieved from http://librariesandtransliteracy.wordpress.com/beginner’s-guide-to-transliteracy/
Saveri, A., Rheingold, H., & Vian, K. (2005). Technologies of cooperation. Palo Alto CA. Retrieved from http://www.rheingold.com/cooperation/Technology_of_cooperation.pdf
Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York: Penguin Press.
Thomas, S., et al. (2007). Transliteracy: crossing divides. First Monday, 12(12). Online.

Filed under: Presentations

PaLA Northeast Chapter That Camp Presentation

Tom — Wed, 06 Jun 2012 19:11:34 +0000

As I mentioned elsewhere a couple of weeks ago, I returned to presenting after a brief hiatus due to changing jobs and relocating. I was fortunate enough to be asked by the Northeast Chapter of the Pennsylvania Library Association to give the keynote at their spring workshop. I provided an overview of Transliteracy and you can view my presentation below or on my Slideshare:

Filed under: Presentations, slideshow Tagged: nepalacamp

Constructing knowledge and networks (MN ARLD Day 2012)

Lane Wilkinson — Mon, 30 Apr 2012 18:25:40 +0000

This past week I was fortunate enough to attend the Minnesota Library Association’s Academic and Research Library Day (MN ARLD Day). I was invited to deliver the keynote address on the topic of transliteracy and I’d say it went fairly well. Granted, I was incredibly nervous and I forgot my “script” once or twice, which is unusual. Still, it was a good crowd and I really appreciate the opportunity.

Anyway, here are the slides from the keynote, with a few explanatory notes:

MN ARLD Day 2012

Slides 1-24: The existential crisis of an academic librarian

It’s Springtime, and all around the country students are donning their caps and gowns for graduation. I always attend commencement and I’m always pleased to see so many students that I’ve helped. But, of late, I’ve been deeply concerned with what I’m doing to help these students after graduation. What skills do librarians impart that will remain relevant when school is over? Dwell on the question long enough and you run right into an existential crisis: are academic librarians just handmaidens to annotated bibliographies or are we teachers in our own rights? I’d like it to be the latter, so we need to focus on skills that will apply outside of the academic library. We need to focus on skills that will transfer across platforms, tools, and media. In short, we need to focus on transliteracy.

Slides 25-36: A brief history of transliteracy

Transliteracy has been a subject of inquiry since at least 2005, though it has changed quite a bit in the meantime. The working definition is the most common expression of transliteracy, but when you look through what people are saying and writing about it, the definition of ‘transliteracy’ is remarkably unstable. To that end, I decided to look at some of the major accounts of transliteracy and identify any commonalities. I found three. First, every definition of transliteracy makes reference to a multiplicity of media types. Second, every definition involves the communication (reading, writing, typing, talking, etc.) of information. Third, and finally, every definition revolves around the interplay or interaction between multiple literacies and/or media types.

Slides 37-45: Why is transliteracy relevant to librarians?

It’s fairly straight forward syllogism: Libraries promote literacy, literacy is mediated by technology, so libraries have an interest in promoting information technologies. Transliteracy is a part (a small part, mind you) of promoting literacy across technologies.

Slides 46-63: A multiplicity of media types

Every definition of transliteracy includes reference to multiple media types. Sure, we’ve always had choices with respect to how we consume information. We’ve just never had quite so many. The problem arises when we fail to appreciate new media and instead circle our wagons and cling for dear life to the media with which we’re comfortable. Transliteracy is about breaking down artificial hierarchies of information production and consumption, and acknowledging that effective information use requires multiple information sources.

Slides 64-80: Communication

I’ve covered this in detail in previous presentations, but the idea is worth repeating: transliteracy is not a replacement for information literacy. Transliteracy is a complement to information literacy. Whereas information literacy directly addresses how we are supposed to evaluate information, transliteracy addresses how we use information. What good is being information literate if you don’t have the skills necessary to transfer meaning across a range of platforms? Likewise, what good is being able to read and write across a range of platforms if you lack the critical thinking skills necessary to evaluate the information you’re consuming and producing? So, I like to say that transliteracy covers how we use information and information literacy covers how we evaluate information. We need both.

Slides 81-106: Interaction

Finally, every definition of transliteracy includes the idea of interaction, interplay, or integration. The idea is that the current information ecosystem requires a multiplicity of information resources that do not just stand alone, they actively work together. As I like to put it, transliteracy is less about the “platforms, tools, and media” and more about that little preposition “across.” Transliteracy is a skill that is founded in the “between-ness” of information use. And how do we, as librarians, address the interplay between media types? I think we do it by embracing transferable skills as a core part of our teaching goals. Transfer of learning is all about understanding skills that can transfer into new and different domains, which is vital for transliteracy to succeed. By teaching through analogy, dropping the “click here” mentality, and focusing on play and experimentation, we can more effectively and efficiently teach the skills needed to move between media.

Slides 107-end: What can librarians do?

I like to say that librarians can encourage transliteracy by adopting programming and teaching strategies that promote skill transfer across media. You see, there are two dominant approaches to library instruction. On the one hand, we try to raise student skill-levels to match our resources. We teach about databases, catalogs, proper citation, etc.. On the other hand, we try to adjust our resources to match students’ pre-existing skill-levels. We embrace discovery layers, alphabetize the DVDs, and offer services via social media outlets. Transliteracy helps us do both more efficiently. It’s about demonstrating where the library fits in our patrons’ networks of information sources. It’s about teaching skills that will transfer to new and different domains.

So, there you have it. A quick rundown of a keynote in Minnesota and, incidentally, my last formal presentation on transliteracy. Thanks to the Minnesota Library Association for having me and feel free to leave feedback in the comments.

Filed under: Presentations

IFLA Media and Information Literacy Recommendations

Bobbi Newman — Tue, 03 Apr 2012 14:06:55 +0000

Great statement from IFLA about the importance of media and information literary followed by some recommendations.

IFLA Media and Information Literacy Recommendations:

In order to survive and develop, make decisions, and solve problems in every facet of life – personal, social, educational, and professional, individuals, communities, and nations need information about themselves as well as their physical and their social environments. This information is available via three processes: observation and experimentation, conversation (with other persons), and consultation (with memory institutions). The competence to do this effectively and efficiently is called Media and Information Literacy.

Media and Information Literacy consists of the knowledge, the attitudes, and the sum of the skills needed to know when and what information is needed; where and how to obtain that information; how to evaluate it critically and organise it once it is found; and how to use it in an ethical way. The concept extends beyond communication and information technologies to encompass learning, critical thinking, and interpretative skills across and beyond professional and educational boundaries. Media and Information Literacy includes all types of information resources: oral, print, and digital.

Media and Information Literacy is a basic human right in an increasingly digital, interdependent, and global world, and promotes greater social inclusion. It can bridge the gap between the information rich and the information poor. Media and Information Literacy empowers and endows individuals with knowledge of the functions of the media and information systems and the conditions under which these functions are performed. Media and Information Literacy is closely related to Lifelong Learning. Lifelong Learning enables individuals, communities, and nations to attain their goals and to take advantage of emerging opportunities in the evolving global environment for the shared benefit of all individuals, not just a few. It assists them and their institutions and organisations to meet their technological, economic, and social challenges, to redress disadvantages, and to advance every individual’s well-being.

Under the umbrella of the developing information/knowledge society at all levels – local, regional, national, and international, we urge governments and intergovernmental organizations as well as private institutions and organisations to pursue policies and programs that advocate for and promote Media and Information Literacy and Lifelong Learning for all. In so doing, they will provide the vital foundation for fulfilling the goals of the United Nations Millennium Declaration and the World Summit on the Information Society.

In particular, IFLA recommends that governments and organisations to do the following:

Commission research on the state of Media and Information Literacy and produce reports, using the Media and Information Literacy indicators as a base, so that experts, educators, and practitioners are able to design effective initiatives;

Support professional development for education, library, information, archive, and health and human services personnel in the principles and practices of Media and Information Literacy and Lifelong Learning;

Embed Media and Information Literacy education in all Lifelong Learning curricula;

Recognise Media and Information Literacy and Lifelong Learning as key elements for the development of generic capabilities which must be demonstrated for accreditation of all education and training programs;

Include Media and Information Literacy in the core and continuing education of information professionals, educators, economic and government policymakers and administrators, as well as in the practice of advisors to the business, industry and agriculture sectors;

Implement Media and Information Literacy programs to increase the employability and entrepreneurial capacities of women and disadvantaged groups, including migrants, the underemployed and the unemployed; and,

Support thematic meetings which will facilitate the acquisition of Media and Information and Lifelong Learning strategies within specific regions, sectors, and population groups.

Endorsed by the Governing Board of IFLA, at its meeting in Den Haag, The Netherlands, 7 December 2011

Filed under: Information Literacy, Media Literacy Tagged: IFLA, recommendations

There is No Set of Skills for Transliteracy

Bobbi Newman — Tue, 27 Mar 2012 17:16:08 +0000

One of the questions I am repeatedly asked about transliteracy is – what are the set of skills for transliteracy? I understand where the asker is coming from – in a world where we base so much on standardized tests, having a list you can check off and mark complete is something we have been trained to expect. We need it for validation.

You don’t need me to tell you that the world is rapidly changing around us. That approaches to teaching and learning are changing and that the “old” way of doing things is no longer working.

There is no defined set of skills for transliteracy. That is not because Sue Thomas, or others researching, reading, writing and talking about transliteracy have not bothered to create one, it is because transliteracy is a moving target. It is fluid. As the world around us changes so must we change with it. We must continually learn, unlearn and relearn. Transliteracy is more than a set of skills, it is a process and journey.

This is an older slideshow that attempts to illustrated all of the dimensions of transliteracy.

Filed under: Definitions Tagged: transliteracy skills

Questioning the Answer

Gretchen Caserotti — Tue, 28 Feb 2012 03:54:20 +0000

In this short video, Dr. Gail Bush from National Louis University talks about information and literacy. She states we’ve moved beyond information literacy toward information transliteracy, where the format becomes “literally irrelevant.” Dr. Bush says that in the 20th Century we were taught to “answer the question” but now we must “question the answer”

She speaks of the great challenge teachers face when trying to move the model from cognitive authority toward a more open model where the student model the learning habits of instructors and it makes me think about how that happens – or doesn’t – in a public library.

Filed under: Administrative Tagged: Information Literacy, learning, transliteracy

Transliteracy, Customer Services and the Future of Reference

Anthony Molaro — Mon, 06 Feb 2012 19:18:43 +0000

Last week I had the pleasure to speak to the LACONI Reference Services Section at the Harold Washington Library in Chicago. I wanted to share my presentation here.

Filed under: Presentations, Transliteracy

Digital Learning Day

Gretchen Caserotti — Thu, 02 Feb 2012 03:18:20 +0000

February 1st was the first Digital Learning Day designed to encourage innovative use of tech in schools. Did your library participate today?

The initiative, sponsored by the Alliance for Excellent Education, was designed to encourage exploration of how digital learning can provide more students with the opportunities to get the skills they need to succeed in life and showcase innovative teaching practices that make learning more personalized and engaging.

While the project is aimed at school libraries, there certainly MANY possibilities for public libraries to have participated. Somehow I missed the promotion for the event having been off the grid for a while or I would have tried to get more activity planned at my own library. I came across it through @ Your Library where one can find tool kits and other resources (as well as a few typos). The Digital Learning Day website toolkits are much more robust including information on Instructional Strategies, which I found particularly helpful since I don’t have a background in education.

Curious to know if any libraries participated and what you did?

Filed under: 21st Century Literacies, Digital Literacy