1. Transforming
Information Literacy
for Today’s K-12
Learners Through the
Lenses of Transliteracy,
Inquiry, and
Participatory Learning
Presented by Buffy J. Hamilton | February 2012 |NEFLIN
CC image via http://www.flickr.com/photos/mindfulness/33922613/sizes/l/in/photostream/

2. how are we helping students create conversations
about multiple ways of reading and writing today’s
world?

3. how to provide learning
experiences that
provide students more
ownership and
increased participation
in conversations for
learning
CC image via http://www.flickr.com/photos/guillaumeseguin/5294641318/sizes/l/in/faves-
10557450@N04/

4. our canvas for
reframing our
vision of
information
literacy:
transliteracy,
inquiry, and
participatory
learning and
culture
CC image via
http://www.flickr.com/photos/blueshoe/5645198954/sizes/o/in/photostream/

5. Transliteracy is 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.
Source: http://nlabnetworks.typepad.com/transliteracy/

6. but what does that
really mean?

7. CC image via
http://www.flickr.com/photos/drh/2578799446/sizes/l/in/photostream/

8. Transliteracy is an umbrella term encompassing
different literacies and multiple communication
channels that require active participation
with and across a range of platforms, and
embracing both linear and non-linear messages
Dr. Susie Andretta
London Metropolitan University
Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf

9. Transliteracy is a “a convergence of literacies”
(Lippincott, 2007: 17) as the boundaries
between medial literacy, digital literacy,
technology literacy and information literacy
become blurred when individuals evolve from
consumers of information to producers of
content.
Dr. Susie Andretta
London Metropolitan University
Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and
http://net.educause.edu/ir/library/pdf/ERM07610.pdf

10. “The most fundamental notion of
transliteracy is the ability to adapt.
It’s creating a literacy and fluidity
between mediums that’s not tied
to space or modality.”
Ryan Nadel
founder of 8 Leaf Digital Productions and an instructor at the Vancouver Film School
Source: http://spotlight.macfound.org/featured-stories/entry/what-is-this-buzz-word-transliteracy-a-qa-with-ryan-nadel/

11. Transliteracy is concerned with mapping
meaning across different media and not with
developing particular literacies about various
media. It is not about learning text literacy and
visual literacy and digital literacy in isolation
from one another but about the interaction
among all these literacies.
Tom Ipri
Liaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at Drexel
University
Source: http://crln.acrl.org/content/71/10/532.full

12. …thinking linearly about literacy is seldom
a good idea. Literacy should be thought of
as a holistic ecology, not a linear series
of events and changes…
Professor Sue Thomas
De Montfort University, Leicester, UK
Source: http://bit.ly/p4g9YJ

13. “the process of being
transliterate does not have
an end point. Instead, I like
to think of the transliteracy
process as being like a
nautilus that is constantly
growing and adding
chambers to its shell.”
Jamie Hollier
Project Coordinator for Public Computing Centers at
ce: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/
Colorado State Library
mage via http://www.flickr.com/photos/donlonphoto/2721385316/

14. “embrace the potentials and
challenges of this [participatory]
emerging culture not as a
replacement for existing print
practices but as an expansion of
them”
~henry jenkins~

15. http://teachweb2.blogspot.com/2010/01/personal-learning-
environments-student.html

16. CC image via http://bit.ly/r8oa8n

17. how do we disrupt what paulo freire terms the
“banking” system of education that devalues
inquiry?
Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/

18. we can’t cultivate networked learners without
putting pedagogy before tools
CC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/

19. the inquiry
driven
classroom…
CC image via
http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves-
10557450@N04/

20. Graphic used with permission from Dr. Barbara Stripling

21. values dis-ease--there are many
questions raised without answers
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire Image used under a CC license from
http://www.flickr.com/photos/eleaf/2536358399/sizes/l/

22. establishes
more than
the teacher
as validator
of knowledge/
work
CC image via
http://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostr
eam/
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

23. nurtures a feeling of responsibility to
oneself and to the class
CC image via http://www.flickr.com/photos/alltoomuch/3389937799/sizes/l/in/faves-
10557450@N04/
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

24. recognizes classroom as a complicated, non-
laboratory place filled with complex, caring
human beings
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

25. fights culture of school that wants THE
right answer
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

26. exercises patience- doesn't give up too quickly and
realizes community/learning/inquiry doesn't happen
overnight
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

27. values transparency and make the class part
of determining what is occurring
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
Image used under a CC license from
http://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/

29. relatively low barriers to artistic
expression and civic engagement

30. strong support for creating and sharing one’s
creations with others

31. what is known by the most experienced is
passed along to novices

32. members believe that their contributions
matter

33. members feel some degree of social
connection with one another
CC image via http://www.flickr.com/photos/buildingunity/303497031/sizes/l/in/faves-10557450@N04/

34. how can an inquiry stance on
learning encourage
participatory learning and
transliterate learning
practices/experiences?

35. multiple tools, multiple literacies
CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/

36. Graphic used with permission from Dr. Barbara Stripling

37. Source: http://www.slideshare.net/theunquietlibrary/inquiry-and-the-learning-process

38. 1
connect

39. “awakening prior knowledge”
Kristin Fontichiaro
CC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/

40. Connecting
providing context
and background
providing focus to deal
knowledge/building
with information
schema
overload (big idea
thinking)

41. Connecting
Collaborative Scale/share
Provide
knowledge constructed
choices
building knowledge

42. Connecting: Transliterate Strategies
KWL (traditional paper and virtual
means) and pre-searching
Face to face discussions (scaled and
shared through social media/cloud
computing
Mindmapping

50. Mindomo
CC image via http://www.flickr.com/photos/azureluv/418634544/sizes/o/in/photostream/

51. Bubbl.us
CC image via hhttp://www.flickr.com/photos/trufflepig/3357979840/sizes/l/in/photostream/
p://www.flickr.com/photos/azureluv/418634544/sizes/o/in

52. Source: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/

53. Student Reactions to Mindmapping
• Students were generally quite positive about the
process and indicated it was helpful in better
discerning important information and big ideas as well
as organizing that information; this feedback
was encouraging since these were challenges students
identified in our research project last semester.
• Other students shared they felt they were able to
initiate and sustain a richer level of participation
and engagement as members of their Fishbowls
because the mindmap helped them easily remember
key ideas they wanted to share and was a quick way to
prompt talking points as opposed to looking a written
reflection.

54. Student Reactions to Mindmapping
• Several students also indicated they felt creating the
mindmap helped them better synthesize and remember
the information they were finding in their research.
• Some students indicated they would enjoy having the
option to create a mindmap rather than always writing a
narrative reflection for Fishbowl discussions about their
novel/book studies.
• One student shared that the mindmapping helped her feel
as though her Fishbowl now had multiple experts on
different topics and that the group was able to cover a
broader amount of information with more depth;
additionally, she thought the mindmap sharing created
a different element of fun for the Fishbowl discussion. She
described mindmapping as helping students to create a
“3D” perspective about a topic instead of just “brushing the
surface with a boring 2D” perspective.

57. 2
wonder
CC image via http://www.flickr.com/photos/mymollypop/2646559132/sizes/l/

58. Wonder
Scale/share
Small/whole constructed
Developing
group knowledge
questions
brainstorming with larger
“classroom”

59. collective knowledge and curation as we
wonder
CC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/

60. fishbowl discussions

61. CC image via http://www.flickr.com/photos/shareski/5669939986/sizes/l/in/photostream/

74. 3
investigate

75. Investigate
Organizing Evaluating
Search Skills
Information Information
Reflection/ Information Ethical use of
Metacognition dashboards information

78. inquiry, engagement, and collective
intelligence face to face

79. inquiry, engagement, and collective
intelligence via virtual mediums

81. netvibes

84. symbaloo

86. curation

93. citation management and collaborative source
evaluation

94. 4
construct

95. Constructing New Understandings
Synthesis
Finding patterns/
relationships
Developing conclusions

96. CC image via
http://www.flickr.com/photos/lizadaly/2944376209/sizes/l/in/photostream/

97. CC image via http://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/

98. Source: http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf

99. CC image via http://www.flickr.com/photos/tambako/3129100592/sizes/l/in/faves-
10557450@N04/

100. CC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/

102. Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2

103. Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2

107. 5
express
CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/

108. Express
Shared Learning
Authenticity/
Digital Rigor
Creativity

109. “Looking at this across the
disciplines you start to see
how important the
knowledge-creation
activity plays into the
sense of identity. The
overriding theme is that
one does not become a
“scholar” until they have
created something new. In
their eyes, it is the act of
creation that
distinguishing the student
from the scholar.”
Brian Mathews, Assistant University Librarian
at UC Santa Barbara

111. netvibes

113. digital research “texts”

126. 6
reflect
CC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/

127. Reflect
process product

128. Reflect: Assessment and Evaluation
Formative
Self Summative

129. formative
assessment:
the
measurement
of knowledge
and skills during
the process of
learning
Source: Stripling, 2007/2009, pp. 167-68

130. Formative Assessment
• Formative assessments engage the school
library media specialist, classroom teacher,
and student in thinking about the learning
process while it is happening so that
adjustments can be made if needed
• Ongoing and reflective in nature
• Frames teachers and students as partners in
learning
Source: Stripling, 2009

131. summative
assessment is the
measurement of knowledge
and skills at the end of a
process of learning in
order to
determine
the amount and
quality of learning
Source: Stripling, 2007/2009, pp. 167-68

132. Summative Assessments
• Presentations • Multimedia creations
(Voice Thread, Video,
• Portfolios
Glogster)
• Text based papers • Tests/Exams
• Reflective narratives • Performance based
tasks
Source: Stripling, 2009

133. student self-assessment:
who is in charge of
your
learning?

134. Standards for the 21st Century Learner
in Action
Original photography by Buffy J. Hamilton

135. Benefits of Student Self-Assessment
• Encourages participatory learning
• Increases intrinsic motivation
• Helps students construct new meanings
• Helps cultivate a sense of ownership of
learning and agency over learning
environment
Source: Harada, 2010

136. Examples of Student Led Formative
Assessments
• Reflecting (learning • Questions
logs or blogs, • Sharing, Reciprocal
notetaking) Teaching
• Video recorded • Peer Review
reflections/narratives
• Graphic organizers
(KWL charts, concept
maps/mind mapping,
idea webs)
Source: Stripling, 2009

137. Rubric Source: http://ourlostchildren.wikispaces.com/file/view/VoiceThread+Rubric.pdf

139. Source:
http://teachingsagittarian.com/2009/03/voice
thread-as-a-digital-portfolio/

140. Source: http://www.slideshare.net/buffyjhamilton/post-fishbowl-discussion-reflections

141. Source: http://www.slideshare.net/buffyjhamilton/information-source-evaluation-jackson-hamilton-hero-project-winter-2012

145. Source: http://www.slideshare.net/theunquietlibrary/digital-research-project-peer-review-form-media-21-fall-2011-prezi

147. CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/

148. connecting
creating
collaborating
constructing

149. CC image via
http://www.flickr.com/photos/xjrlokix/5097846224/si
zes/l/in/photostream/

150. contact information
buffy.hamilton@gmail.com
http://theunquietlibrarian.wordpress.com
http://buffyjhamilton.wordpress.com
Twitter: @buffyjhamilton

151. Works Cited
Berger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly
26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011.
<http://www.schoollibrarymonthly.com/articles/Berger2010-
v26n5p14.html>.
Fontichiaro, Kristin. “Nudging Toward Inquiry (AASL 2009).” American
Association of School Librarians
National Conference. Charlotte, NC. Nov. 2009. Vimeo. Web. 23 Oct.
2011. http://vimeo.com/7715376>.
- - -. “Rigorous Learning with 21st-Century Technology.” Vermont
Dynamic Landscapes Conference.
Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011.
<http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf>.

152. Works Cited
Harada, Violet. “Self-assessment: Challenging students to take charge of learning.”
School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23
Oct. 2011. < http://proxygsu-
sche.galileo.usg.edu/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=a9h&AN=51003266&site=ehost-live >.
Mathews, Brian. “What It Takes To Become A Scholar: Helping Students Scale the
Taxonomy.” The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept.
2011. Web. 23 Oct. 2011.
<http://chronicle.com/blognetwork/theubiquitouslibrarian/2011/09/26/what-it-
takes-to-become-a-scholar-helping-students-scale-the-taxonomy/>.
Stripling, Barbara. “Assessing Information Fluency: Gathering Evidence of Student
Learning.” 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. Santa
Barbara, CA: Libraries Unlimited, 2009. 166-170. Print.
- - -. “Teaching Students to Think in the Digital Environment: Digital Literacy and
Digital Inquiry.” School Library Monthly 26.8 (2010): n. pag. School Library Monthly.
Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Stripling2010-
v26n8p16.html>.