2. Permission to
Dream:
School Libraries as
Places of
Participatory
Culture, Transliteracy
, & Possibilities
Clear Creek Independent School District
League City, TX
January 21, 2013
Andy Plemmons, School Librarian,
David C. Barrow Elementary,
Athens,GA
3. “You can’t depend on your eyes when your
imagination is out of focus.”
-- Unknown
cc image: http://christmasstockimages.com/free/xmas-lights/slides/defocus_lights.htm
4. “We all
agree that
your
theory is
crazy, but
is it crazy
enough?”
--Niels
Bohr
cc image: http://www.rudecactus.com/archives/2006_06.html
5. Let’s consider that “reality testing” may be
just another way of stifling imagination
Source: http://schoolreforminitiative.org/doc/thinking_out_box.pdf
Cc image: http://www.fotopedia.com/items/flickr-4928206479
8. Relatively low barriers to artistic
expression and civic engagement
~Henry Jenkins
Source: http://bit.ly/opm6Ml
9. strong support for creating and
sharing one’s creations with others
~Henry Jenkins
Source: http://bit.ly/opm6Ml
10. what is known by the most
experienced is passed along to
novices
~Henry Jenkins
Source: http://bit.ly/opm6Ml
11. members believe that their
contributions matter
~Henry Jenkins
Source: http://bit.ly/opm6Ml
12. members feel some degree of
social connection with one
another
~Henry Jenkins
Source: http://bit.ly/opm6Ml
13. Not every member must contribute, but all must believe
they are free to contribute when ready and that what they
contribute will be appropriately valued. ~Henry Jenkins
Source: http://bit.ly/opm6Ml
14. Transliteracy…
Design Inspiration by Helene Blowers http://www.slideshare.net/hblowers/a-library-9169446
Thanks to Buffy Hamilton for transliteracy slides
15. 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/
17. 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
18. 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
19. “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/
20. 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
21. “…transliteracy is a shape-shifting eco-system of
behaviours and it is probably neither possible nor
desirable for anyone to understand enough to know
the whole elephant. The vital thing is to remember it
is always there and in constant motion. This means
recognising the limits of your own knowledge and
accepting a degree of messiness and uncertainty.”
Professor Sue Thomas
De Montfort University, Leicester, UK
Source: http://nlabnetworks.typepad.com/transliteracy/2010/12/argue.html
22. …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
23. “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/
25. To plan a trip to Disney World a
transliterate learner might…
• Explore the Disney Parks website
• Order a vacation planning DVD & watch it
• Casually interview friends who have recently gone
• Read travel blogs & review sites
• Check out travel books from the public library or
purchase at a bookstore
• Have a marathon of Disney videos
• Search Youtube for insider tip videos or to preview
attractions
• Use Twitter to read live tweets from guests
experiencing Disney via various hashtags
• And More
30. New reading experiences
Innovative possibilities of online books
Immersion - the importance of ‘you’
Digital reading creates relevance
Sharing, participating, re-discovering
Personalizing the experience
Storytelling with multimedia, gaming, social media
38. Makerspace Culture….
“a place where young people have an opportunity to explore their
own interests, learn to use tools and materials, and develop creative
projects. The key is that it can adapt to a wide variety of uses and can
be shaped by educational purposes as well as the students’ creative
goals.”
Source: http://makerspace.com/
93. What can the school library offer that would
be challenging to offer in every classroom?
Source: http://www.fastcodesign.com/multisite_files/codesign/imagecache/slideshow-large/slideshow/2012/09/1670834-slide-makerbot-replicator2-threequarter-view.jpg
107. How do we build bridges to move beyond
these barriers?
Cc image: http://www.flickr.com/photos/alanenglish/466658759/
108. How do we find the threads that move us forward
rather than remain tangled in our frustrations?
Cc image: http://www.flickr.com/photos/overthinkingme/4461741774/lightbox/
109. What are your barriers?
Cc image: http://www.flickr.com/photos/theartguy/4721135346/
110. What are the bridges you need to build?
Cc image: http://www.flickr.com/photos/squeaks2569/3538446880/sizes/l/in/photostream/
111. Work Session
What are the steps to reach your goals?
Cc Image: http://www.flickr.com/photos/joaomaximo/206362766/
113. Carousel Questions
•Wows- What stands out to you?
•Clarifying Questions- brief, factual questions
•Recommendations- Think beyond “reality testing”
•Resources- What would be useful to support this plan?
Polls: Look at where people are from and what levels they work with. Thanks for attending. Highlight the article in KQ and build upon.
Discuss the apprehension by some to allow younger students to be creative through technology. The most common compliment I get is I had no idea you could do that with younger students.
My main point in orientation this year was that the library is a place to get books but it is also a place to create. I make a point to tell students that they have an audience before we begin a project.
Possibly mentoring, but this can also be a collaborative of expertise.
Multiple opportunities
First section: showcasing a variety of snapshots of projects across grade levels.
Mention permission to play, opportunities for all, low barriers so that anyone can do it. It’s not just for high school students.
Mention the adult support that this kind of project takes…..think of barriers and how to get around them. Lower the barriers.
Storybird and ABC books…again highlight the structure needed for younger learners
Mention the stages of this project and how it was modified for Navigating the Information Tsunami published by Cherry Lake Publishing.
Mention my new approach to exploratory research and how it invites students to make choices while still being accountable for information
Mention the choices in this project: Animoto, Glogster, Zazzle, Skype, white board,
Section 2: Discussing ways that our library gets student work out to an audience. How are we connecting students to a global community?
Mention the district’s open access by students & teachers and how this has changed over the past few years.
Showcasing work does not have to be elaborate displays. It can be found opportunities.
Connecting students with mentors. This takes listening and harnessing opportunities.
Section 3: Discuss how knowledge is passed on in multiple ways. It isn’t about connecting students with expert mentors only.
Math buddies.
Glogster epiphany.
Fishing for the constitution designed in class and implemented as part of a center rotation
Mention exemplary open house and bus tour student presentations.
Section 4: Begin talking about student book budget and connect to how student input and decision making is a big part of our library.
Got an overview of what I do to select books before diving in.
Looked at catalog selections. Thought about school population. Thought about who was in the selection group and how to overcome gender barrier.
Developed a survey with what they considered to be the most popular topics.
Used iPad to survey as many people as possible.
Mention that these books are among the most popular and this project has been one of such importance that it is now a part of our budget every year. It’s hard to argue with data that comes from students.
Section 5: Offering multiple ways for kids to participate….connect back to element of participatory culture….not ever member must contribute. Mention bookmarks here.
Mention looking and listening closely for opportunity. When students mention a book they loved, I mention ways they might share that book with others: written review, video review, BTV review, book mark, poster, etc.
Last section: Mention the design of the new library currently being built and what I hope to do in the coming months/years.
Playing games, learning from games, designing games: motivation, innovation,
Most everything I do is planned and intentional or at least initiated by me. This will always be a primary way we participate because it’s school, but when does participation become spontaneous and what is ok and not ok…….i.e. story of girls coming to the library to plan a babysitting service. Or….guys starting a card game group during morning wait time.
Discuss the barriers to sharing student work and overcoming those barriers through their very documentation.