703 Blog 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? In our first semester I recall really loving the idea of transliteracy. There have been a number of examples of what that means, but I am really “feeling” the idea of an intellectual athleticism still (some of you may recall my “aha!” moment with this). And if we can work from that definition-- that there is a nimble approach to building a student-- I think we can also agree that this is a good thing, especially in light of the age we are in. If most students won’t even be conceptually aware today of the career they will end up in later, it would stand to reason that flexibility and the ability itself to learn new material will be paramount. So how might I address that in class? Well for one, I would really be foolish to lock into one way of doing things. Simply reading and writing is important, but leaving it there is malpractice. What about audio? How do you write an email? What place might images have in our classroom? Blogs? Let’s talk about Tweeting. How can we laterally read across social media? What does visual rhetoric look like? Let’s follow this Podcast or this author or this idea or this hashtag. Here’s how you address formality and tone across all these mediums. Let’s make our classroom entirely digital. This is how to made a PDF on your phone and how to get the attention of a company that screws you and how to create a burner account for political opinions you don’t want linked back to your professional life (is that okay to say?). Basically, the content of the class should more reasonably reflect the content of our lives. This feels engaging to me. This feels… important to me. This feels like I am not a salesperson trying to convince students to learn what is on my syllabus. It feels like material that is needed and wanted and maybe almost not dreaded to learn. I would like to think this is how teachers can move forward in a time where we are being forced to pivot-- and how that pivot might make education… better. Sketchnoting was fun. Well, maybe not fun. I am not doing it on a date night. Okay, maybe I would. But I digress. Sketchnoting was different. It felt less formal and I felt less like I had to search for the right word? Maybe that’s the way to put it. I didn’t feel like I had to spend much time trying to be perfect. I know my art is terrible and I give myself permission to be informal there. But when I write I have higher standards and perhaps higher standards prevent creative flow sometimes. This would be something to consider in the classroom when creativity is more important than perfection. So, I should probably be using this yesterday.
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