Questions for Reflection: 1) How does transliteracy change your current thoughts on the content you deliver? 2) How do you see the incorporation of transliteracy teaching methods increasing student inclusion and engagement? 3) How does sketchnoting fall into the transliteracy category and how was it for you to process information in this way? How might you use this in the classroom? Transliteracy is a unified way to think about literacy past, present and future. It is defined as: 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. 1. Define 2. Evaluate/Select 3. Manage 4. Create/Present/Act 5. Acknowledge These above skills are regarded as the ones transliterate people are better able to do through the use of apps, tools, media platforms, and digital social networks. I firmly believe that the integration of these methods will not only increase student engagement, but also increase learning on a deeper level, which arises out of empowering kids to do the above skills. Technology tools are integral to this. I can no longer teach using old methods of instruction such as lectures, textbooks, whiteboard presentations, and paper and pencil assignments. As I described in my "About the Author" section, I have always been focused on empowering students with the tools they need to be effective communicators. For years I was a Dual Language instructor, and I saw biliteracy as an important way to give students an edge. Now I'm seeing transliteracy as being potentially as empowering, if not more so, than knowing two languages. It's long been known how sketching and images can help students, and especially second language learners, to understand content and communicate their ideas. I can see how more frequent integration of sketch booking can scaffold a variety of skills we hope to teach students. For example, they can use it to plan the plot of a story they want to tell. The images stimulate the need to write more in order to explain them. And the images make the presentation of their stories much more engaging for their audience. Students can then take their images and stories and upload them onto slideshow presentations. These in turn can be placed in social media platforms in order to reach larger audiences. This is all very motivating for people. The slideshow presentations I was envisioning my students to make, based on their outdoor education experiences, could be even more powerful I now realize, if they intersperse drawings of the experience with the photos they took while outdoors. These would also be mixed in with slides that show the research they did about the photos they took. This technique could be very powerful in creating a narrative of the experience, and help students to demonstrate their learning, communication skills, and creativity to their peers, teachers, and families.
3 Comments
Krista Loper
6/7/2020 08:43:18 pm
I love how you included the video and the thought you put into that video. It was awesome to see your thought process throughout this assignment. Reading through your blog, I found one part that really stuck out to me. "It's long been known how sketching and images can help students, and especially second language learners, to understand content and communicate their ideas." I totally agree that having students draw pictures can sometimes help you find out what they know, especially if they cannot speak English.
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Tracy Moskowite
6/9/2020 05:38:30 am
"I firmly believe that the integration of these methods will not only increase student engagement, but also increase learning on a deeper level, which arises out of empowering kids"
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Kathy Martin
6/9/2020 10:50:12 pm
I love that you included what has already been studied, how drawing can help ELLs learn. This is so important to remember when teaching all subjects. But, it not only benefits the ELL population, it can benefit students from a variety of backgrounds. Sometimes it is easier to express oneself through drawing, especially when the written word is challenging.
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AuthorJeremy Smith teaches third grade at Calistoga Elementary School. Archives
July 2020
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