Image courtesy of longhorndave on Flickr (CC BY-2.0)
I’d like to thank the organizers of LOEX 2011 for a great conference in Fort Worth this past week-end; my head is still swimming with great ideas for tweaking our instruction program. I would also like to thank the attendees, who provided overwhelmingly positive feedback on my presentation, “Bridging the Gaps: Transliteracy as Informed Pedagogy”.
In a nutshell, my presentation was an examination of what the concept of transliteracy has to offer library instruction. Specifically, what does the ability to read, write, and interact across a range of platforms, tools, and media mean for library curriculum design? Moreover, doesn’t information literacy already cover everything relevant to library instruction? This last question is unfortunately common, so I’ll answer it first…
No. Information literacy is primarily an evaluative concept that only barely touches on the operational skills needed for effectively navigating the web. Though ACRL Standard Two comes close to covering information media (“The information literate student accesses needed information effectively and efficiently”), the desired outcomes involve the sort of linear, syntax-driven search behaviors that librarians love, while ignoring the more discovery-based, refinement-driven search behaviors students learn outside of our databases (cf. Holman 2011). As I’ve argued elsewhere, transliteracy is tied to the descriptive, medium-specific, literal “literacies” that are distinct from the evaluative literacies covered by information literacy (See Slide 27). This is pretty much just a rehashing of the original Transliteracies Project research and subsequent PART discussions, but it is important because it shows that transliteracy is not a replacement for information literacy, it is a complement to information literacy and the two are conceptually and logically distinct. So, library instructors out there, put down your pitchforks! Transliteracy is not a replacement for information literacy, it is just an incredibly useful concept to add to your instructional toolbox.
So, anyway, here are the slides. If you don’t want to go through the whole presentation, the moral of the story can be found in three keys for library instruction that I think logically follow from the concept of transliteracy:
- Effective information use requires several information sources. (Slides 30-34)
- Information resources do not stand alone, they interact (Slides 35-39)
- Navigating this interaction requires transferable skills (Slides 40-50)
Putting them together, we find that transliteracy encourages instructors to take students’ pre-existing skills seriously and harness them for academic research, rather than try to replace them with something else.