In my newest post for DMLcentral , I share a list of questions libraries (academic, public, school) can use to “audit” the kinds of learning experiences and opportunities privileged as well as silenced within their institution. I see this working script as a springboard to conversations that can help a library take an ongoing stance on their literacy practices. The “audit” is designed to address a broad range of literacies and to help libraries engage in more critical practices. While seemingly simple, these questions are designed as a series of provocations. Issues of equity, learning, power, community, participation, and multiple forms of literacy—all of which are deeply important to me both professionally and personally—are at the heart of this audit. I invite you to be part of the conversation for my latest post; if you would like to read previous posts in this series, they are available here.
In November and December, I wrote two rather lengthy reflective posts about efforts to help students take a more explicit inquiry driven, participatory stance on literacy and learning as well as digital composition; these were preceded by an October post about the use of the Fishbowl approach to giving students more ownership of class conversation and for developing their own lines of questions/inquiries/points for exploration with peers.
- Students Creating Conversations for Learning with the Fishbowl (October 2011)
- The Possibilities and Challenges of a Participatory Learning Environment: Students and Teachers Speak (November 2011)
- Midyear Reflections: Challenges of Supporting Student Digital Nonfiction Composition (December 2011)
This unit of study, which began with our book tasting in September 2011, was an extended inquiry into student selected issues that included child soldiers, treatment of women in the Middle East, immigration laws, the impact of HIV/AIDS in Africa, racial profiling, fear and prejudice in a post 9/11 world, and genocide. At the end of the semester, Susan Lester and I asked our students to reflect on their learning experiences with a series of questions and class time to compose their responses. Embedded below is a summary of student responses and some additional questions (that piggyback on those from the December blog post) for next semester. Susan and I are meeting this week together to brainstorm and explore the implications of this feedback as well as new strategies for learning and how to tweak some existing learning strategies; we’ll also meet with our students in class this week to discuss the feedback and to invite student opinion on their ideas for addressing some of the challenges as well as celebrate the progress and accomplishments of first semester. I’m excited to see how we can work together as a community of learners to build on our successes and find ways together to address some of the student identified challenges of these approaches to learning.
I’m interested in any thoughts or patterns you may notice, or if you are doing similar work, any ideas or insights you might have to share that will help all of us expand our thinking and improve the learning experiences we’re trying to create with our students.
In recent weeks, the blogosphere has been abuzz with a flurry of posts debating the value of the term transliteracy in library circles. Some of the conversations about transliteracy–what it is, why librarians should care, what it looks like–have been constructive; however, some of the discussions have been outright petty, mean-spirited, and unprofessional, particularly those in David Rothman’s post that question the motives and integrity of Bobbi Newman and others’ work on transliteracy, which really detracts from the more important discussion of why librarians should not only care about transliteracy, but also pay heed to other disciplines whose work informs our practice. If libraries are about learning (and I think they should be), then you certainly need to be tuned into the conversations in other information landscapes.
One of the problems I see with the conversations in these recent posts is that some view transliteracy as a synonym for “information literacy” when in fact, it is not. I can see how you might struggle to conceptualize the term if you are looking through just the lens of information literacy, but if we look at the working definition of transliteracy, we’re looking at a much broader picture: multiple literacies for reading and writing the world. I interpret transliteracy as an umbrella term that examines how traditional literacies transact with new and emerging literacies; the intersection of these literacies, I think, is where transliteracy can help us theorize how people may use a combination of literacies in transformative ways to access, create, and share information through diverse mediums.
Like others, I’m still mucking around with this notion of transliteracy; I enjoy examining how it plays out in my practice and my services to high school students in our library. I think this effort is particularly evident in the work Susan Lester and I have done for the last year and a half with the Media 21 project, but as I’ve shared in several presentations this fall, other librarians at the elementary and middle level are also applying the transliteracy lens to their practice and work with students through collaborative learning experiences they facilitate with classroom teachers. In 2011, I would like to further explore how libraries can be sites of literate communities (and I use literate in a broad sense of expanding beyond the standard definition of the word) where people are engaging in many kinds of literate practices to consume and create content in thoughtful, meaningful, and new ways that meld traditional and new literacies. I also will continue to explore how participatory culture and librarianship dovetail with transliteracy.
My inquiry stance on literacy and background study in critical theory in Literacy and Language Education at the University of Georgia most definitely color my thinking—I am perfectly fine with a working and most likely, imperfect, definition of transliteracy, but I think the cognitive dissonance we’re experiencing as we try to unpack the concept of transliteracy and the process of inquiry is where the real learning takes place. Whether we (and that includes me) ultimately accept or reject the term transliteracy in the future, there is value in the exploration, questioning, and testing of these ideas.
I think it is important for us to embrace the chaos and messiness of inquiry and learning (as Dr. Bob Fecho at UGA would often tell us) and model risk-taking and being comfortable with being imperfect or “beta”, in finding joy in the joy of learning and of asking questions (isn’t that what libraries are about?) rather than feeling compelled to finalize answers right now and dismiss the inquiry. For now, I accept “Beginnings are always messy” (John Galsworthy) and am approaching my disquisition of transliteracy anticipating that ideas may be fuzzy for a bit and not yet clearly in focus. I will continue to contemplate my inquiry as thoughtfully and purposefully as I can and share those reflections with you through my blog postings and presentations, which I invite you to read in their entirety and not try to interpret out of context or in a piecemeal fashion as some have. I encourage you to share your thoughts and any examples you may have of how libraries are supporting transliteracy.
Here are some thoughtful reads for your consideration:
- The Whole Elephant: Librarians Arguing About Transliteracy, Sue Thomas
- Comment #10, ,Martha Hardy
- What is Transliteracy, and How Does It Fit at Empire State College?, Dana Longley
- What is This Buzzword “Transliteracy”? A Q&A with Ryan Nadel, Josh Karp
- It’s Not Nothing, Diane Cordell
- Considering Transmedia: Literature Born “Digital”, Laura Fleming and John Connell (thank you, Polly Farrington)
Come join us for a free webinar tonight on the new media literacy of multitasking hosted by the amazing people at the New Media Literacies Project. Project NML defines the literacy of multitasking as:
the ability to scan one’s environment and shift focus as needed to salient details. Being a good multitasker is required in our new media landscape – and that includes learning when it isn’t good to multitask.
Here is a description of tonight’s webinar from Vanessa Vartabedian, New Media Literacies Community Manager:
Please join us this Thursday, September 23rd from 7-8:30 PM EST for this month’s webinar on the new media literacy multitasking. This session is centered around the debate of multitasking as a skill vs. distraction in relation to learning. It will provide an opportunity for participants to discuss the differences between multitasking, continuous partial attention, task-switching and the various other definitions that have come about to describe the ways in which we switch our attention from one thing to another faster and more frequently than ever. Whether you believe this can be a valuable skill in learning environments, or consider it a deterrent, one thing we know for sure is it’s not going away. Come contribute your experience, reflections and tips about this controversial skill in our 21st century classrooms, and explore how we might move beyond the debate and into useful practices.This is the last in our series of webinars centered on specific NML skills. Next month on October 14th from 7-8:30 PM EST we will see each of the new media literacies in action as our Early Adopter Working Group of educators from the state of New Hampshire wrap-up a year-long professional development and share their reflections and expertise. See the full schedule here.
Follow-up chat – Tuesday, Sept. 28th from 4-5 PM EST, also in Elluminate.
Learn more about new media literacies and why they are important in this terrific video overview:
You may have noticed I have not blogged much in the last two months; you may also have noticed virtually no posts on Media 21 compared to what you were seeing this time a year ago. The sporadic postings have primarily been due to the increase in my teaching load so far this year, a happy challenge to enjoy; the absence of posts about Media 21 have been somewhat related to the more intense demand for my instructional services, but the lack of posts have also been impacted by several factors that I will outline below. Media 21 has presented two primary challenges so far this school year:
1. Helping students move from passive(and in some cases, large pockets of outright resistant) learners who consume to learners who contribute, create, and participate
2. Balancing my own participation as a teacher and learner with these students with the other responsibilities and demands on my time as the lead librarian in my program.
These challenges have weighed heavily enough on my mind to find their way into my dreams the last seven weeks. One particularly vivid dream involved Susan and I being at some kind of learning event , perhaps a conference, at a beach on top of mountain. While at this “summit”, there was a feeling of happiness and joy. However, as we started to leave the beach/mountaintop in a 1980s style vehicle, I felt a tremendous sense of worry as our car was skidding on ice on the numerous curves we encountered on our descent. At one point, I nearly fell out of the passenger side window and realized I was not buckled in with a seatbelt. Once I snapped my seatbelt, I relaxed and wasn’t so nervous as we slipped and slid on the ice and snow that covered the curves. Eventually, we made it to the bottom and ended our trip with a gentle landing. When I woke up from this dream, I realized this dream represented the worry that things were not starting off as smoothly as we’d hoped but that somehow, things were going to be alright in spite of the rough start and uncertainty.
Because this initiative is one I care so deeply about it, I’ve found it difficult to honestly and thoughtfully articulate what I’ve been seeing, thinking, and feeling the last seven or so weeks. However, I think now I am ready to share some reflections as it is extremely important to me to be honest and reflective in sharing my practice with others.
Sequencing of Learning Activities and Units of Study
Last year, we spent the first six weeks exploring uses of social media in education as well as for “social good” and introducing a number of cloud computing tools for learning; consequently, I was much more involved in the day to day instruction of the two sections of classes (10th Honors World Literature/Composition). This year, Susan Lester (my co-teacher) and I decided to start with a novel study of Cry, The Beloved Country because we thought it might help lay the groundwork for our upcoming inquiry into “Issues in Africa” (October, November) and provide some scaffolding for inquiry/literature circles. While I’ve been involved in instruction and working with both Susan and the students, my involvement has not been on a daily basis like it was last year although that is about to change as of September 27 as we begin our “Issues in Africa” unit of inquiry.
Right now, the jury is still out for us as to whether or not we would choose this unit as a starter for 2011-12 as we saw pros and cons to beginning with this novel study. Whether we begin with a novel or some other medium next August, I think perhaps next year I want to adapt more of Jim Burke’s ideas from What’s The Big Idea; I definitely need more time to dwell in this book and to have time to better design learning activities that reflect the principles of inquiry (and subsequent scaffolding). In addition, Susan and I both feel we need more help in adapting the ideas from Inquiry Circles in Action as we encountered challenges in all students acting as contributing participants in their August inquiry circles even though we tried to involve them in establishing inquiry circle protocols.
Getting to Know You
One of my primary frustrations this academic year is not knowing the students as well as I’d like at this point in the year. I usually know names within a week of working with a group on a daily basis, and if I’m working with students regularly, I feel I am on my way in getting to know them as learners and individuals within the first month based on their writing, face to face conversations, and observation. Because my contact with the students through face to face and virtual means has not been as great and because the class sizes are decidedly larger (on average, by 10 students or so in each section), I have found it difficult to know them beyond what I see in a 50 minute period.
However, I was actually able to facilitate a class conversation and then have one on one conversations with students in both classes for an entire period yesterday; the energy and interactions were incredibly positive and reflected my belief that what I’ve seen from their writing, there is great potential for thoughtful and significant work from these students. I am hopeful that as I get to spend more time with them in the physical classroom (our library) and virtual spaces that I can better cultivate the kinds rapport and relationships I did with last year’s students (which have carried over into this school year) to better support and understand their strengths and needs as students and learners. At the heart of any successful learning environment are meaningful relationships and a building a sense of community and connectedness.
Devoting More Time for Reflection, Deeper Study, Research, and Conversation
Susan and I both are struggling with finding a chunk of time in the day to reflect, talk, and share our ideas and reflections as she is dealing with new and more demanding course preps as well as an increase of overall students in her courses; I’m juggling more hours of delivering instruction and then spending even more time with instructional prep and program administration duties after hours as well. We talk via email, in person, via phone whenever we can, but as many of you can relate, balancing the demands of professional life with personal life (plus the need for sleep!) is often a slippery slope.
Things I really want to somehow carve out more time to do this school year, not just in relation to Media 21, but in all aspects of library life:
- More bursts of collaborative planning time with all my teachers (not just Susan!)
- More one on one time with individual instruction with students and not feeling “rushed” or pulled in 10 directions during a given class period by other needs/interruptions in the library; for now, I may aim for 3-5 meaningful conversations with students per class period and try to build upon that.
- Launching an ethnographic research project (this seriously could be a full time endeavor for what I have in mind)
- Creating a small study group with both immediate faculty members as well as members of my PLN to explore challenges, common readings, and sharing of work on a regular basis to expand and better inform my theory and practice
- Setting a regular block of time for deep reading, whether it be online articles, ebooks, or print materials
- More regular reflection on this blog or perhaps a blog devoted to Media 21 and other similar efforts much like Karl Fisch with Transparent Algebra; I genuinely admire his commitment to blogging classroom life and his thinking about those transactions with students on a near daily basis.
It is easy to dismiss such a list and say, “You make time for the things that are important to you.” Sometimes this is the case, but for me, it has been more a matter of prioritizing the most immediate and pressing demands on my time as an instructional leader and individual.
Respecting Difference While Nudging
In spite of the fact I’ve been teaching for eighteen years, I still am sometimes astonished at how very different groups of students can be from one year to another even though common sense dictates this should be an obvious fact! Last year’s cohort was generally more of a risk-taking group with learning strategies as well as new technologies. While we did encounter some resistance to an inquiry based, participatory learning environment from some students last year, most students eventually embraced that model and enjoyed opportunities to think for themselves, ask questions, create content, and collaborate. For the first month or so, this year’s cohort has struggled in these areas. How so?
- Some have had negative previous experiences with technology; others have had limited or not so positive experiences working with small groups.
- Some students in this year’s cohort were initially concerned that we were not starting with classical ancient literature (The Iliad) like other sections of 10th Honors World Literature. I think this perception that there are “correct” texts to study and that “Literature/Composition” is mostly classical texts (and not study of other genres, research, and multiple forms of writing) is one that tends to crop up more with students taking Honors/AP courses. These concerns speak to larger issues of what the NCLB climate of testing and “schooliness” are doing to “learning” versus “achieving.”
- Other students found it uncomfortable that their traditional mode of learning, in which they were consumers of information rather than creators and collaborators, was not the model of learning we practice.
- Our text and our efforts to look at other world views also disrupted some students’ assumptions and beliefs.
I have to remind myself that inquiry often does disrupt our comfort zones, and that the process of working through that discomfort, whatever it may be, is unique for each person. I’m trying to balance my expectations of these students as learners ( because I DO believe they will rise to whatever expectations you set forth) and my desire to help them find ways to tap into their “cognitive surplus” with the fact that they come with unique previous experiences and temperament that may impact how they work through the assorted disruptions and where they are as learners. While the idea of incorporating transliterate practices and privileging many forms of literacy into the act of creating a personal learning environment is familiar to me, it is not to these students, and I need to do a better job of respecting the process of making the unfamiliar familiar. Ultimately, the process of moving from a spectator to a participant in a learning community is a unique journey for each person.
My Thinking Right Now
After the initial experience of Media 21 and seeing how those learning experiences have carried over into students’ lives this year as juniors, I realize it is easy to forget that helping scaffold the foundation for this type of learning environment is often messy and involves varying degrees of pushback (more so this year, though, for sure); however, I am more committed than ever to having faith in the inquiry and participatory centered learning model while being more responsive to student needs and concerns as Susan and I do our very best to scaffold their efforts.
Two important footnotes:
- Susan and I have decided to refer to our work with students this year as “Learning 21″ to better reflect what we are actually doing with students and the focus of our work. Technology provides us the tools to facilitate participation, content creation, collaboration, and inquiry.
- I will be taking advantage of our week-long fall break next week to consider ways to make my list of reflecting/reading/writing/library life “wishes” a reality and regular part of my work as a researcher and practitioner.
Your Thoughts and Insights
Many of you are encountering similar challenges (which I discussed to some extent this past summer) on this scale. What strategies have you found effective in nudging students of this test driven era from spectators to participants in your learning communities?