Transliteracy is the idea that one is able to create,communicate and take in content across a variety of settings including verbal, non-verbal, visual and technological. According to blogger Suzana Sukovic, “Transliteracy consists of skills, knowledge, thinking and acting, which enable a fluid ‘movement across’ in a way that is defined by situational, social, cultural and technological contexts.”
When thinking about transliteracy in the context of teaching math content I immediately think about the ways in which my students engage with mathematics. Students are accustomed to learning math in the most traditional sense of instruction. They actually like direct instruction because it is a familiar process and takes the focus off of them. My students like when I lecture because they can be passive in their learning; taking notes and writing down examples, without actually being invested in the development of problem solving. Employing the principles of transliteracy to my instructional practice will include diversifying the ways that I communicate content to my students and in turn will influence the ways that they are required to take in information. This semester, creating videos and posting lectures/tutorials online helped my students to see the benefit of online content. They were able to re-watch videos, engage with content they didn't understand the first time they saw it, and fast forward through parts of my lecture they felt comfortable with. This was particularly helpful for my students who require accommodations and those who are still learning English. Some students even branched out and explored other math content on YouTube. I think that most teachers are intimidated by transliteracy because they think that transliteracy equates to required use of technology. I think that, while technology use should be included in any curriculum that embraces transliteracy, it is not required. Teachers who explain to their students the differences between taking notes from a lecture and taking notes while reading a text book are engaging in transliteracy. There are elements of transliteracy that we engage with everyday without realizing it. As innovative teachers we need to encourage and foster its development among our peers.
2 Comments
Tess Giner
6/1/2019 07:48:42 pm
This was a very well-written blog! I especially made a connection to "They actually like direct instruction because it is a familiar process and takes the focus off of them." What an A-HA! moment. Thank you for providing another blogger (resource) on Transliteracy. I've been reading the work of Dr. Sue Thomas. She is a wonderful source of information.
Reply
JP
6/4/2019 06:51:05 pm
It is cool to see your students greatly benefit from the work you are doing in this program. There are so many pluses as you have pointed out, it also gives me hope that if you can implement it into your class how much more other teachers can too. You set a great example to your colleagues.
Reply
Leave a Reply. |
Brandon DeJesusMath Archives
July 2019
Categories |