Welcome to the New Libraries and Transliteracy Blog!

[tweetmeme source=”librarianbyday” only_single=false]Welcome! Is is with great excitement we announce this project!

This is a joint effort of Bobbi NewmanBuffy Hamilton and Tom Ipri. Our goal is to be an ongoing resource for those interested in libraries and transliteracy. We will be sharing information related to transliteracy (the new literacies, media literacy, digital literacy, 21st century literacies).

If you are already interested in libraries and transliteracy we hope you’ll find useful information here. If you are not familiar with transliteracy we hope you will find the information you need to become as enthusiastic about the importance to libraries as we are. You can subscribe via RSS feed or email.

Transliteracy: Take a Walk on the Wild Side

“Transliteracy:  Take a Walk on the Wide Side”:  Paper presented by Susie Andretta of London Metropolitan University at the World Library and Information Congress 75th IFLA General Conference and Assembly in August 2009.

from the paper’s abstract:

In this paper we explore the concept of ‘transliteracy’ which according to Professor Thomas offers “a unifying perspective on what it means to be literate in the 21st Century [including] 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”. Currently transliteracy is primarily the domain of Communication and Cultural Studies and this paper aims to position transliteracy in the professional domain of ‘practising’ librarians and within the remit of the library world. It is with this aim in mind that we examine the prefix ‘trans’ in terms of ‘moving across literacies’ and also in terms of ‘moving beyond literacy’ in order to evaluate the implications emerging from these two manifestations of transliteracy for the information professions and for the 21st Century Library. Examples of transliteracy practice by information professionals will provide evidence that libraries are already meeting the challenges of transliteracy by crossing the divide between printed, digital and virtual worlds to address the constantly changing needs of the learners they support.
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Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education

[tweetmeme source=”librarianbyday” only_single=false]Literacy for the 21st Century: An Overview & Orientation Guide to Media Literacy Education

CML’s plain language introduction to the basic elements of inquiry-based media education.

SECOND EDITION
Now expanded to include the Questions/TIPS (Q/TIPS) for both construction/production and deconstruction!

How does media literacy relate to the construction of media? How can critical thinking be taught and learned while students are producing media?

It’s not enough to know how to press buttons on technological equipment: thinking is even more important. Find out how to connect thinking with production in CML’s newly published 2nd Edition of Literacy for the 21st Century!

In a short and readable format, it:

Provides a complete framework for critical inquiry, using CML’s Five Core Concepts, and Five Key Questions for both construction and deconstruction of media, along with handouts.
Gives explanations and Guiding Questions to illustrate how to connect the Key Questions when consuming or producing or participating with media.
Provides in-depth explanations and the foundational role of the Five Key Questions of Media Literacy.
Offers a sample inquiry into visual language: “How to Conduct a ‘Close Analysis’ of a Media ‘Text.'”

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Information literacy and the role of public libraries

[tweetmeme source=”librarianbyday” only_single=false]Information literacy and the role of public libraries” from Scandinavian Public Library Quarterly

‘Informationskompetence’, – the Danish term for information literacy was introduced in Denmark in 1998 by American-born Elisabeth Arkin, former Head of Library Services at Aalborg University Library, at a conference on the marketing and evaluation of library services.

Development of competencies was a buzzword in those days, and the term was immediately accepted by the library world as an appropriate term that covered a broad concept of user education and library instruction emphasising student learning and the pedagogical role of the librarian.

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Libraries and Transliteracy – The Video Version

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