Transliteracy is not a word that is found in the dictionary, however it has profound cultural relevance. Wikipedia defines transliteracy as “an ability to use diverse analog and digital technologies, techniques, modes, and protocols to search for and work with a variety of resources; to collaborate and participate in social networks; and to communicate meanings and new knowledge by using different tones, genres, modalities, and media. Transliteracy consists of skills, knowledge, thinking, and acting, which enable fluid "movement across" in a way that is defined by situational, social, cultural, and technological contexts.”
This word is new to me, and the concept is extremely intriguing. My current understanding of transliteracy as a teacher is using a variety of media and techniques to present information to my students. When I think about my classroom, I can think of many examples, as well as many non-examples of transliteracy. When I think about myself as a learner, in the present and the past- I can think of many ways in which transliteracy engages me, and keeps me interested and actively learning. I know that my students tend to get excited when we watch videos related to our content, however if the majority of the day was videos that would be neither an exciting nor effective learning experience. The same is true with all forms of media, technology based or otherwise. Finding a balance and incorporating many types of media into my teaching seems like the best practice in order to reach all students. Students tend to stay engaged when there are many ways of learning and practicing the same material, as their attention spans in my grade level are only around 15 minutes maximum. If I change up the media, or the way the content is presented more often, I have a better chance of keeping all or most students engaged. Media can also promote inclusion in the classroom, as varying media can reach groups of students that may not be otherwise reacher. For example, if I were teaching a lesson by lecture, my auditory learners would pick up some of what I were teaching, however if there were any processing difficulties or language learners in the classroom- this method would likely be highly ineffective for them. If I added visuals to my lecture, such as a power point, I would begin to reach a broader audience. My language learners and visual learners would have something to look at that would help them make connections between the words and what they were viewing. If I included a video in this power point, that would add another level of understanding and include more students in the learning process. Adding an interactive piece where students have to answer questions or partner talk about the content gives it even more meaning. As you can see, the more layers of media included in the presentation of material, the higher the level of inclusion, engagement and learning can be. Media adds value to teaching in any content area, with any group of students. I will evaluate how to use more varied forms of media appropriately in order to help my students learn.
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AuthorKayla Bryant is an elementary school teacher in Napa, CA. This year she teaches a 2/3 combo class. She keeps a journal with funny quotes from her students, and enjoys learning and laughing alongside them. Some of her main educational interests are related to goal setting, growth mindset, and creativity. Archives
July 2018
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