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  • Welcome to 3Ts conference 2013 – 3Ts stands for Transliteracy, Technology and Teaching

  • and this year’s theme isTransliteracy

  • from Cradle to Careerwhere educators at the K-12 and college levels, including faculty,

  • librarians, and instructional designers come together to discuss 21st SEN-TUR-EE literacies.

  • We will consider the rich and changing landscape of the modern classroom, and what today’s

  • learner will need to know to engage and master these multi-layered competencies

  • What is transliteracy? For those new to the phraseand even for those for whom it

  • is familiarit might be a difficult concept to define.

  • Is it merely information literacy that includes digital media and social media? Not quite.

  •, a group founded by our keynote speaker Sue Thomas, defines transliteracy

  • asthe 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.” Sue Thomas notesBecause it offers a wider

  • analysis of reading, writing and interacting across a range of platforms, tools, media

  • and cultures, transliteracy does not replace, but rather

  • contains, “media literacyand alsodigital literacy.” 

  • This is a working definition, and so by extension is as fluid and changing as the many digital

  • and social media. Sometimes, students are more

  • familiar with these new digital tools than their teachers. But does that mean they are

  • poised to critically engage these tools …. ? Again from

  • We are now using video or audio equipment to capture content that could only have been

  • witnessed live.  We are using computers and other

  • technology to share information that we would have previously shared over the phone or face

  • to face.  Getting information from people you know

  • rather than from a reference book or librarian is traditionally information seeking behavior.”

  • What we are witnessing today is thus the acceleration of a trend that has been building

  • for thousands of years. When technologies like alphabets

  • and Internets amplify the right cognitive or social capabilities, old trends take new

  • twists and people build things that never could be built before

  • ( How we see the world is different than even

  • 10 years ago. Our perspective is largerwhat was once at a distance is now literally and

  • metaphorically closer. We use various tools to create focal points

  • on a rapidly changing horizon. The boundaries of teaching and learning are

  • interrogated. We are at once consumers of information, learners, and teachersoften

  • all in the same context. Immersion ..  We immerse ourselves in virtual

  • worlds and actual spaces, blurring the lines with augmented virtual reality and social

  • media.  Learning is immersion. Our conversations are changing.

  • Rather than wondering who starred in that old movie, we can quickly settle the debate

  • by looking the information up on the Internet. Instantaneous sharing of informationfrom

  • the score of the big game to the latest update on the hurricane to the viral video clip - creates

  • new communities of sharers and viewers. We don’t have to hold the information, we have

  • to know how to access it. We are increasingly mobile, and have information

  • grouped via apps. We have immediate access to social media,

  • and 24-hour connectivity. But the implications go beyond immediate connectivity.

  • Users are situated as managers of short cuts, managing everything from personal goals, to

  • money, to avoiding that uncomfortable social situation by texting or playing a game.

  • So, users can remove themselves from the present without ever leaving.

  • Our relationship to time, place, and space has shifted. We are beyond the clicker on

  • the coffee table. The remote is on the mobile phone, as an app.

  • The prime time slot is whenever we want it to be. What was once an invention intended

  • to invite leisure, is now informing and creating an expectation of connectivity.

  • Google is the new virtual, global classroom, playground and commons.

  • The definitions of openitself a widely debated word - accessible and emerging education

  • are pushing our own understanding of what it means to be holistic, organic learners

  • the points at which we can intersect complex goals, and objectives with a sense of reflective,

  • creative, play. The global village is literally always under

  • construction. The rapidity with which definitions of cutting edge design, interconnected media,

  • and emerging texts and subtexts arise means the learner cannot get entrenched in

  • a specific paradigm. The paradigm is change. Multi-player board gamesgames of commodity,

  • trade, and negotiationcan be played in the face to face setting or online.

  • While board games are not new, the connectivity they can represent is.

  • They represent the negotiation of collaboration versus individual play.

  • Massive online multi-player games can join and support thousands of players at once,

  • creating the wide scale, global version of a face-to-face Dungeons and Dragons game of

  • even 15 years ago. Translation …. Translation of code, sound

  • to text, word and image.  Translation is ongoing in a global virtual environment.  

  • Emerging …. Emerging technologies; emerging literacies, emerging thought and practice.

  • We hope this conference ignites new questions, creates new possibilities for collaboration,

  • and encourages thoughtful engagement of emerging and multifaceted literacies.

  • Join us on March 15, 2013 at SUNY Empire State College, Center for Distance Learning.


Welcome to 3Ts conference 2013 – 3Ts stands for Transliteracy, Technology and Teaching

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3T's Conference Pecha Kucha

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    王建中 posted on 2013/11/16
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