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Navigating New Courses for Deeper Learning Through Transliterate Practices and Student Inquiry

Presented by Buffy J. Hamilton June 2012 | Richardson Independent School District Workshop CC image via http://www.flickr.com/photos/waltstoneburner/6170496511/sizes/l/in/photostream/


how are we helping students navigate, evaluate, share, and create in today’s complex world of information?


how do we 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/faves10557450@N04/


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/


Transliteracy

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


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/


but what does that

really mean?


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


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


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


“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/


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


ce: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/ mage via http://www.flickr.com/photos/donlonphoto/2721385316/

“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 Colorado State Library


‌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


“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~


Inquiry Lens on Learning

CC image via http://www.flickr.com/photos/oberazzi/318947873/sizes/l/in/photostream/

16


the inquiry driven classroom‌

CC image via http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves10557450@N04/


Fall 2002: Read 8100 Inquiry Based Literacy, Dr. Bob Fecho, University of Georgia Kristin Fontichiaro, “Nudging Toward Inquiry” series for School Library Monthly

Stripling’s Model of Inquiry


19 Graphic used with permission from Dr. Barbara Stripling


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/


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


nurtures a feeling of responsibility to oneself and to the class CC image via http://www.flickr.com/photos/alltoomuch/3389937799/sizes/l/in/faves10557450@N04/ Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire


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


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


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


values transparency and make the class part of determining what is occurring

Image used under a CC license from http://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/

Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire


the inquiry approach to learning can disrupt what paulo freire terms the “banking� system of education

Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/


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


http://teachweb2.blogspot.com/2010/01/personal-learningenvironments-student.html


barriers?

Original photograph by Buffy Hamilton


Participatory Culture and Learning

CC image via http://www.flickr.com/photos/calamity_photography/4745146362/sizes/l/in/faves10557450@N04/


Project New Media Literacies: The 5 Characteristics of Participatory Learning (CPLs)

Source: http://playnml.wikispaces.com/PLAY!+Framework


meaningful

play and experimentation

Image used under a Creative Commons license from

http://www.flickr.com/photos/floater81/3679792730/sizes/l/


integrated learning space that values connections between home, school, community, and the world


teachers and students as co-teachers and co-learners/ shared ownership of learning CC image via http://www.flickr.com/photos/karen_d/3433722465/sizes/l/in/ph otostream/


learning that feels relevant

CC image via http://www.flickr.com/photos/esami/5115533174/sizes/l/in/photostream/


opportunities to create and solve problems CC image by http://www.flickr.com/photos/blackbutterfly/3082335820/sizes/l/in/photostream/


Project New Media Literacies 4 C’s: Practices of Participation

Create

Circulate

Collaborate

Connect

Source: http://playnml.wikispaces.com/PLAY!+Framework


communities formed around content and information literacy standards

CC image via http://www.flickr.com/photos/davidsilver/3846379066/sizes/l/in/photostream/


communities formed around passions, interests, wonderings, and curiosity CC image via http://www.flickr.com/photos/-lucaslove/2480196861/sizes/l/in/photostream/


Infusing transliterate processes and skills through Stripling’s Model of Inquiry

CC image via http://www.flickr.com/photos/calamity_photography/4745146362/sizes/l/in/faves10557450@N04/


Connect

Reflect

Wonder

Stripling Model of Inquiry

Express

Investigate

Construct


backwards design learning outcomes

assessments learning experiences and instruction


1 connect


“awakening prior knowledge� Kristin Fontichiaro

CC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/


Connecting

providing context and background knowledge/building schema

providing focus to deal with information overload (big idea thinking)


Connecting

Provide choices

Collaborative knowledge building

Scale/share constructed knowledge


Google Docs

Touchstone Texts

PreSearch

KWL

Graphic Organizers

Connecting

Mindmapping


Connecting: KWL


Connecting: PreSearch


Connecting: Mindmapping Original photo by Buffy Hamilton


Connecting: Mindmapping


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


Connecting: Crowdsourcing


Primary Sources

Fiction

Touchstone Texts

Connecting: Touchstone Text

Nonfiction


Connecting: Touchstone Text


Connecting: Touchstone Text


Connecting: Touchstone Text Original photo by Andy Plemmons http://barrowmediacenter.wordpress.com/2012/02/06/connecting-students-to-primary-sources/


What We Think We Know

Questions

What We Learned/New Learnings

Misconceptions

Sources: Fontichiaro, K., & Green, J. (2010). Jump-Start Inquiry: How Students Begin When They Don't Know. School Library Monthly, 26(5), 22-23 and Varner, E. (n.d.). File Folder Schema Lessons. Cornerstone Literacy. Retrieved from http://www.cornerstoneliteracy.org/newsletter-archive/file-folder-schema-lessons

Connecting: Touchstone Text

File Folder Schema Lesson with Sticky Notes


Scenario taken from Nudging toward Inquiry: Re-Envisioning the Animal Report. (2009). School Library Monthly, 26(4), 5-6.

Connecting

K-5 Research Project Scenario A lower elementary teacher comes into the school library ready to schedule his class’s visit for “animal research.” The teacher has brought a copy of his graphic organizer that asks students to find and record the animal’s appearance, habitat, diet, babies, and enemies. Students will use that research create a KidPix slideshow presentation with a drawing and fact on each slide. Students will show off their presentations on Relatives Day, when a special relative or friend visits them at school. The teacher won an educational technology integration award for this project about fifteen years ago. To preserve the teacher’s pride but move students toward questioning, deeper thinking, and synthesis, what “nudges toward inquiry” can you suggest?


A teacher is preparing for “the country report.” His or her graphic organizer asks students to find and record the country’s capital, the population, languages spoken, major exports, currency, tourist attractions, flag, etc. At home, students will create a poster that contains the information they found. The teacher is proud of this lesson and says that parents love seeing their children’s work hanging in the hallway during parent-teacher conferences. You are concerned that this project will do little to build students’ skills beyond finding and copying information. To preserve the teacher’s pride but move students toward questioning, deeper thinking, and synthesis, what nudges can you suggest? Scenario case taken from Techman, M., Black, D., Lincoln, M., Phipps, A., & Rannow, B. (2009). Nudging toward Inquiry: Re-Envisioning the Country Report. School Library Monthly, 26(3), 5.

Connecting

Middle Grades Research Project Scenario


A teacher comes to the school librarian to schedule a class visit for “biography report” research. The teacher’s graphic organizer asks students to find and record the birth and death dates of the person. The students will also find information about the famous person’s childhood, adulthood, and notable contributions, and create a PowerPoint that provides the responses to this information. Students are encouraged to dress up as that famous person. The teacher is proud of this lesson. To preserve her pride but move students toward questioning, deeper thinking, and synthesis, what “nudges toward inquiry” can the school librarian suggest? Scenario case taken from Re-Envisioning the Biography Report. (2009). School Library Monthly, 26(1), 5.

Connecting

High School Research Project Scenario


Move from individual to collective knowledge building

Move from solo to collaborative knowledge building

How might we use technology to engage student learning?

What types of resources might we include for building prior knowledge?

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

Connecting

Thoughts for Nudging Strategies for Connecting


Small Group Share Large Group Share/Questions

Connecting

Think


2 wonder

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


Small/whole group brainstorming

Scale/share constructed knowledge with larger “classroom�

Wonder

Developing questions


collective knowledge and curation as we wonder

CC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/


Wikis

Skype

Blogs

Polling

Learning Community Networks

Google Docs

Wonder

Fishbowl/Group Discussions


Wonder Original photo by Buffy Hamilton


Wonder Original photo by Buffy Hamilton


Wonder Original photo by Buffy Hamilton


Wonder


Wonder


Wonder


Wonder


Wonder


Wonder


Wonder


Move from teacher generated questions to student generated questions

Move from solo to collaborative knowledge building

How might we use technology to engage student learning?

Shifts in formats for differing learning modalities?

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

Wonder

Thoughts for Nudging Strategies for Wondering


Small Group Share Large Group Share/Questions

Wonder

Think


3 investigate


Organizing Information

Reflection/

Evaluating Information

Metacognition

Information dashboards

Ethical use of information

Investigate

Search Skills


EasyBib/ NoodleTools

Speed Dating for Articles

Wikis and Blogs

Small group mentoring

Large group discussion

Investigate

Netvibes or Symbaloo

Evernote, Diigo, Delicious


Investigate


Investigate


Investigate Original photo by Buffy Hamilton


Investigate


Investigate


Investigate


Investigate


Investigate


Investigate


Investigate


Investigate


Investigate Original photo by Buffy Hamilton


Investigate


Investigate


Investigate Video available at http://www.youtube.com/watch?v=PG8oCE_aIzE


Investigate Research Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learningcommunities-research-reflections-roundtable/


Modeling of information evaluation and resource gathering

Move from solo to collaborative knowledge building

How might we use technology to engage student learning?

Types of information sources for research

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

Investigate

Thoughts for Nudging Strategies for Investigating


Small Group Share Large Group Share/Questions

Investigate

Think


4 construct


Finding patterns/ relationships

Developing conclusions

Construct

Synthesis


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


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


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


Small group mentoring/ coaching

Fishbowl/ Group Discussions

Option of working in groups

Selfassessment/ reflection

Construct

Mindmaps

Graphic Organizers


Construct


Construct


Construct


Construct Research Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learningcommunities-research-reflections-roundtable/


Peer mentoring and teacher mentoring

Move from solo to collaborative knowledge building

How might we use technology to engage student learning?

Graphic organizers and similar tools for helping students “connect the dots�

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

Construct

Thoughts for Nudging Strategies for Constructing


Small Group Share Large Group Share/Questions

Construct

Think


5 express

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


Authenticity/ Digital Rigor Creativity

Express

Shared Learning


“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

117


carousel of creative expression

CC image via http://goo.gl/jZbmh


Express


Express


Express


Express


Express


a collection of pieces written in a variety of genres that presents one or more perspectives on a research question(s) CC image via http://www.flickr.com/photos/naomi_pincher/1540901495/sizes/l/in/photostream/


a primary goal is to “experiment” with genres or “learning artifacts” to represent key learnings and understandings


alternate genres allow students’ creativity to shine while still informing the audience of their research findings

CC image via http://www.flickr.com/photos/rtv/290546350/sizes/l/in/faves10557450@N04/


may include traditional composition elements in addition to alternative genres

CC image via http://www.flickr.com/photos/mortsan/5430418545/sizes/l/in/photostrea m/


helps a researcher look at a topic from many

different angles/lenses. CC image via http://www.flickr.com/photos/protoflux/2542631273/sizes/l/in/photostream/


   

 

 

cover page dear reader letter table of contents traditional text research paper which may be separate or integrated with the elements multigenre artifacts multigenre elements notes (may be separate or integrated into each element page itself) self-reflection/self-assessment works cited page


 pdf document  web page (google

sites)  wiki  blog  netvibes CC image via http://www.flickr.com/photos/swiv/385665008/sizes/o/in/faves10557450@N04/


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express


Express Original photo by Buffy Hamilton


Express Original photo by Buffy Hamilton


Choices for learning products

Move from solo to collaborative knowledge building

How might we use technology to engage student learning?

Changing the original product selected by the teacher

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

Express

Thoughts for Nudging Strategies for Expressing


Small Group Share Large Group Share/Questions

Express

Think


6 reflect

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


product

Reflect

process


Reflect

Formative

Self

Summative


Standards for the 21st Century Learner in Action

Original photography by Buffy J. Hamilton


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


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


Benefits of Student Self-Assessment

Increases intrinsic motivation

Helps students construct new meanings Helps cultivate a sense of ownership of learning and agency over learning environment Source: Harada, 2010

Reflect

Encourages participatory learning


Reflect


Reflect


Portfolios

Text Compositions

Digital compositions

Ticket out the door

Reflect

Presentations/ Performance


Reflective narratives

Rubrics

Checklists

Tests

Reflect

Large/small group discussion


Reflect Source: http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/


Reflect


Reflect


Reflect


Reflect


Reflect


Reflect


Reflect


Reflect


How to incorporate more formative assessment

Self-Assessments

How might we use technology to share student learning?

How do we encourage and share new questions/lines of inquiry

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

Reflect

Thoughts for Nudging Strategies for Reflecting


Small Group Share Large Group Share/Questions

Reflect

Think


Q&A/Share 175 CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/


cc licensed photo by The Shifted Librarian: http://www.flickr.com/photos/shifted/3360687295/


joyfully embrace the messiness of participatory and inquiry driven learning

cc licensed flickr photo by harold.lloyd (won't somebody think of the bokeh?): http://flickr.com/photos/safetylast/4068790874/


resistance

CC image via http://www.flickr.com/photos/bombeador/527138742/sizes/l/in/photostream/


embrace the

wobbles CC image via http://www.flickr.com/photos/one_and_only_me/577331758/sizes/l/


change and understanding=

innovation Participatory Librarianship and Change Agents: http://blip.tv/file/1566813

CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves-10557450@N04/


CC image via http://www.flickr.com/photos/louisabate/4066174796/sizes/o/in/photostream/


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


contact information

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


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/‌Berger2010v26n5p14.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>.


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://proxygsusche.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-ittakes-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/‌Stripling2010v26n8p16.html>.

Transliteracy and Student Inquiry for Learning  

Workshop slides for a June 2012 presentation for the Richardson ISD in Texas.

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