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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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