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Transliteracy in Complex Information Environments


Literacies landscapeMedia and information literacy.Application of new literacies.Transliteracy: origins and developmentAbout this bookBook overviewGlossary of words used in this bookReferencesStudy of transliteracy: approachMethodological approachResearch questionsData-gatheringHigh school settingDigital storytelling project iTellLevel UpLanguages transliteracy projectEnrichment projectCurriculum mappingUniversity settingRoles of electronic texts in research projects in the humanitiesA History of Aboriginal SydneyParticipants' privacyData analysisCredibilityLimitations, significance, and benefitsSummaryReferencesExploring transliteracyThe conceptual modelWhat constitutes transliteracy?Working with resourcesMultiplicity of resourcesInformation retrievalPurpose of multiplicity of resourcesTransliterate explorationsWorking with othersCollaboration and cooperationCommunicationNetchainingPresenting workGenres: understanding, multimodality, and changeUnderstanding of genres and mediaMultimodalityChange of genresParticipatory audienceExperienceEngagement and emotional responsesIn one's own voiceTechnology and protocolsContribution to learning and knowledge productionMultiple ways of knowing and communicatingModes and mediaTones and voicesCommunicationLearningOverall learning outcomesLearning acrossSocial skills, communication, and confidence.Are these lasting results?Is transliterate learning different from learning in a regular classroom?SummaryReferencesTransliteracy in practiceAids and challengesStructures: IT, information access, time and spaceInformation technologyAccess to informationTime and spaceSkill developmentTraditions and skillsProfessional developmentCollaborationAssistance and supportTransliteracy and learningTransliteracy palettesTransliteracy curriculum mappingEmbedding transliteracy at St. Vincent's College: curriculum mappingMapping on the transliteracy gridPedagogies for transliteracyInquiry-, project-, and phenomenon-based learningMultiliteracy and multimodalityTeaching "moving across"Connected learningEmotion, cognition, and creativityIn the classroomTransliterate reading and writing1Reader- user- creatorEducation for transliterate reading and writingSummaryReferencesTransliterate culturesAcademic cultures and transliteracyAcademic authority and authenticity of multiple sourcesResearch in fluxResearch topics and sourcesDisciplines, genres, and publishingCommunity of scholarsPeersGenerational changeSlow research and job demandsChatman's theoriesLiving in a city of villagesAcademic small worldsThe academic city of villagesAuthorityThe historical momentTransliteracy in the hybrid worldGlobal, national, regionalHybridizationTransliterate boundary-crossingThe case for openingThe case for protectionTransliterate boundary-crossingSummaryReferencesImplications for the library and information fieldTransliterate servicesTransliterate professional or academicSummaryReferences
 
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