Trends, Achievements, and Perspectives
My interest in transliteracy began at the very outset of my studies at Western University in London Ontario in 2009. I identified that technology, social-economics, social media, cultural awareness, and other factors were heading toward a transection where we would soon be more interactive and more imaginative in the context of research, learning, teaching, discovery, scholarship, and engaging with each other and the world.
We are in the throes of it all – right now.
There exists a tension between traditional information literacy and the concept of transliteracy now heightened and exacerbated by swiftly developing communication and technologies-mediated interactions.
The ACRL Framework replaced the standards in 2015 yet, I continue to learn about academic libraries not yet adopting the framework. Tension exists between administration, instructional staff, and program developers on how to integrate, teach, and adopt the Framework even now, four years since retiring the Standards.
The debate and tension continues between framing and naming literacy hoping to future-proof the idea, building in agility yet sound meaning. The Framework is an attempt to address social media resources, and end-users role in content creation and information transference.
When I started this blog some colleagues were naysayers stridently pressing their views that the term “transliteracy” would never catch on, never be considered in any pedagogical argument. However, it has remained a contender and worthy of critical and creative inquiry.
Transliteracy is a pedagogical response to the realities of emergent communities and emergent ways of using resources, researching, accessing content, creating content, publishing works, establishing authority, and much more. Collaboration between groups AND across technological platforms is innovating how we will be working, the systems we use, the reach of our resources, collection development fundamentals, process efficiencies, and the how, what, and when our library users want information to support their learning and teaching needs.
Transliteracy is a working pedagogical concept generating new ways of thinking and engaging in human communication, discourse, and learning.
Transliteracy moves across and beyond language, social media, technology platforms and format and devices.
How do we empower and provide learners more ownership and increased participation in learning discourse through the lens of transliteracy?
Transliteracy requires active participation and collaboration with and across various platforms and multiple communication channels to embrace linear and non-linear content.
The notion of transliteracy includes the ability to adapt and be agile between modalities, formats, and platforms.
Transliteracy is the intersection between social, digital, text-based, oral, visual, media, and information literacy.
Intersectional pedagogy and tranlsiteracy pedagogical frames are sure to connect. That is where my focus is turning.