Trekking into Transliteracy with Teacher-Librarians: A Collaborative Odyssey
This year we have discovered new Web 2.0 collaborative tools and have shared them with many classes as we research how teaching media literacy improves student learning. The response confirms our belief that teacher-librarians are in a unique position to introduce new tools and concepts through classroom instruction in collaboration with teachers. We are now challenged by two concepts we have learned this year through the T-Bar grant. First is the idea of a “transliterate environment,” with transliteracy defined as the ability to read, write and interact across a range of platforms, tools and media, including traditional forms of literacy, as well as information-, digital-, and media- literacies. How can we best help students thrive in a transliterate “ecosystem?” This includes the awareness that many students struggle to focus in this environment. The second is related to the grant’s expectation that we become better researchers. How can our team improve our collaborative process through a better understanding of action research and transliteracy. From these questions, we have revised our research question to ask:
What are some of the essential elements needed to create a collaborative transliterate environment and what effect do they have on student learning and Teacher-Librarian collaboration?