"Concept Mapping" (2009). CC image courtesy of yish on Flickr
One of the common criticisms of transliteracy is that “we can’t describe what a transliterate person looks like.” As far as I’m concerned, this is criticism is rooted in a simple category mistake: people aren’t transliterate, transliteracy is a cognitive function. That is, transliteracy is best understood as a cognitive skill or ability, one that can and should be emphasized in our information literacy curriculum. This is why I think that Lucy Holman’s recent article1 in The Journal of Academic Librarianship is especially important for those interested in transliteracy.
In the latest issue of the JAL, Holman has provided valuable, empirical research into the nature and content of the mental models used by student researchers. The concept of mental models has a long history in information literacy. For example, Holman references Brandt’s (1997) constructivist approach2 of “connecting students’ existing mental models (for example, use of a telephone directory) to that of an online index” (p. 20). Appealing to mental models is a core aspect of successful information literacy. Yet, as Holman’s research suggests, the most common approaches to information literacy instruction are rooted in a print-based mental model of online searching that is at odds with “millennials’ own mental models of Internet-based information retrieval with engines that more accurately and effectively parse a simpler, more natural language query” (pp. 25-26). Holman concludes by advocating that information literacy instruction shift focus from search strategies to evaluation, which is nothing new, but in rooting this shift in mental models she has provided an excellent proving ground for transliteracy-based instruction.
Put simply, students’ mental models of effective research practices are both poorly constructed and wildly divergent. Library instructors need to address this, and many do: the idea of connecting mental models (the telephone directory to online index example) is well-established in information literacy, but the increasing complexity (and the increasing number) of research avenues has lead to a need for a more nuanced approach that is independent of any particular mental model. If we could address how students construct and apply these models, it may make a world of difference in library instruction.
Elsewhere, I have argued that transliteracy is about linguistic competency, and one of the basic features of linguistic competency is the ability to construct mental models. Moreover, with each new information system or domain we encounter, we add to our available mental models. Google, Facebook, Twitter, smartphones, Quora, JSTOR, etc…each either creates a new mental model, or affects an existing mental model, of how an information system behaves. For example, my mental model of how Wikipedia works is playing a part in how I approach Quora. In turn, Quora itself might lead me to a new model of understanding information-seeking behavior. The ability to construct and evaluate effective mental models is key in transliteracy instruction, so it follows that transliteracy may yet prove itself as that more nuanced approach to addressing the problems Holman identifies.
Whether you like the term ‘transliteracy’ or not, Holman’s research provides substantive evidence that the underlying concepts are important.
1Holman, Lucy. “Millennial Students’ Mental Models of Search: Implications for Academic Librarians and Database Developers.” The Journal of Academic Librarianship 37, no. 1 (2011): 19-27.
2Brandt, D. Scott. “Constructivism: Teaching for Understanding of the Internet.” Communications of the ACM 40, no. 10 (1997): 112-117.