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Transliteracy in Complex Information Environments
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Transliteracy in Complex Information Environments
Literacies landscape
Media and information literacy.
Application of new literacies.
Transliteracy: origins and development
About this book
Book overview
Glossary of words used in this book
References
Study of transliteracy: approach
Methodological approach
Research questions
Data-gathering
High school setting
Digital storytelling project iTell
Level Up
Languages transliteracy project
Enrichment project
Curriculum mapping
University setting
Roles of electronic texts in research projects in the humanities
A History of Aboriginal Sydney
Participants' privacy
Data analysis
Credibility
Limitations, significance, and benefits
Summary
References
Exploring transliteracy
The conceptual model
What constitutes transliteracy?
Working with resources
Multiplicity of resources
Information retrieval
Purpose of multiplicity of resources
Transliterate explorations
Working with others
Collaboration and cooperation
Communication
Netchaining
Presenting work
Genres: understanding, multimodality, and change
Understanding of genres and media
Multimodality
Change of genres
Participatory audience
Experience
Engagement and emotional responses
In one's own voice
Technology and protocols
Contribution to learning and knowledge production
Multiple ways of knowing and communicating
Modes and media
Tones and voices
Communication
Learning
Overall learning outcomes
Learning across
Social skills, communication, and confidence.
Are these lasting results?
Is transliterate learning different from learning in a regular classroom?
Summary
References
Transliteracy in practice
Aids and challenges
Structures: IT, information access, time and space
Information technology
Access to information
Time and space
Skill development
Traditions and skills
Professional development
Collaboration
Assistance and support
Transliteracy and learning
Transliteracy palettes
Transliteracy curriculum mapping
Embedding transliteracy at St. Vincent's College: curriculum mapping
Mapping on the transliteracy grid
Pedagogies for transliteracy
Inquiry-, project-, and phenomenon-based learning
Multiliteracy and multimodality
Teaching "moving across"
Connected learning
Emotion, cognition, and creativity
In the classroom
Transliterate reading and writing1
Reader- user- creator
Education for transliterate reading and writing
Summary
References
Transliterate cultures
Academic cultures and transliteracy
Academic authority and authenticity of multiple sources
Research in flux
Research topics and sources
Disciplines, genres, and publishing
Community of scholars
Peers
Generational change
Slow research and job demands
Chatman's theories
Living in a city of villages
Academic small worlds
The academic city of villages
Authority
The historical moment
Transliteracy in the hybrid world
Global, national, regional
Hybridization
Transliterate boundary-crossing
The case for opening
The case for protection
Transliterate boundary-crossing
Summary
References
Implications for the library and information field
Transliterate services
Transliterate professional or academic
Summary
References
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