What is Transliteracy?.....
According to Libraries and Transliteracy, transliteracy is defined as an individual's "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 ( www.transliteracy.com). If someone as to ask me to define transliteracy twelve months ago, I would have responded "trans...what". Now, I am confident in my ability to define transliteracy. Furthermore, I can illustrate numerous examples of how I demonstrated my ability to "read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print," video, and social networks. Additionally, I now can promote numerous opportunities, instruction, and real-life experiences for my students in their ability to becoming transliterate in the 21st-Century. Transliteracy in as a Special Education Specialists, allows me to differentiate my instruction and the learning of my students. Additionally, I can target and provide instruction and learning opportunities to meet the instructional needs while delivery instruction that aligns with my student's learning styles. Furthermore, I possess transliteracy knowledge, skills, and tools. However, I will need to ensure that I participate in various professional development, training, workshop, and be of one that can read, write, interact across a range of platforms, etc. Being a true testament and example for my students and colleagues will promote others to being transliterated.
Bird Image: http://thinkspace.csu.edu.au/fromheretothere/2015/05/31/inf-530-digital-essay-transliteracy-essential-for-living-and-learning-in-the-21st-century/
2 Comments
My current video is still under construction. I am currently struggling with technology and the decision to either stick with iMovie and switch to WeVideo or another video recording application or program. While editing video clips, I accidentally deleted the wrong section, and I am unable to "Undo" the error. Therefore, I believe my only recourse is to re-record the part removed, which is my only recourse as it was one of the essential sections of my video show the students applying the innovative treaties, etc. to their reading and reading comprehension. My next challenge lies in this week's schedule, with No School on Monday and five meetings scheduled on/off-campus from Tuesday to Friday. However, I am going to be optimistic and persevere and get the project completed. The fast-approaching deadline has me a "little" nervous.
On a positive note, I am enjoying the Innovative Learning program, courses, cohort, and working with the instructors. While we are a small co-hort of the fantastic 4 of cohort 17, I feel that I receive valuable suggests, compliments, and constructive and positive criticism for everyone. I look forward to class each week even though some of my assignments, tasks, and projects are incomplete.
Take 2 Image: http://wsoeelon.com/take-2/
Video is currently under construction. While I have completed a draft storyboard, and an idea of how I will complete the video, power outages, student absences technical difficulties and family emergency's have impacted my ability to get this assignment underway. However, I am confident that I will be able to complete the video shortly. My next challenge lies in school closures. On a positive note in sharing my storyboard and ideas with select students and staff members, that will either be in the video or play a part behind the scenes has sparked excited. I am toggling with the idea of adding caption, sub=titles and/or Spanish translation to the video. I will leave this idea on the back burner, until the actual video is completed. I look forward to completing this part of the capstone project.
Flexibility and Patience are two characteristics that I found myself having to face this week; as we experienced power outages and school closures. Therefore, I was faced with the added complications of completing the assignments for the EDUC 703 and EDUC 792 courses. However, through creativity and perseverance, I managed to accomplish most of the tasks. The video/movie making app review me to try both Movie Maker for Mac and iMovie. However, I quickly chose the iMovie for a few reasons. The first being that the Movie Maker program was challenging and not as user-friendly as I would hope for myself or my students.
Additionally, there was a $59 fee involved with access to the full version of the program. While iMovie is pre-installed on my iPad, I have not had any experience in using the app. While the iMovie video recording app/program is much more challenging and complicated for my current students, I am hopeful as they navigate and master several other applications and programs, they will, with support of staff members, be able to utilize it later in the school year. Currently, my students have been exploring Chatter Box, Do Ink Green Screen, and Stop Motion to expand on their iPad and video recording skills. The end goal of them being able to video record or make mini-movies of what they are learning. Currently, the students are reading James and the Giant Peach. They are making figures from modeling clay and recording stop motion videos of one of the scenes from one of the chapters previously read. I have utilized the I do, We do, and You Do strategy, which has proven to be successful for all of the students. So far, this has been a fun, ganging, and motiving activity for the students. We have purchased various materials and equipment for these projects (i.e., modeling clay, green screen, iPad holder, tripod, backdrops, etc.). Lastly, I was recently informed that our district has agreed to purchase new iPads for our classroom. Soon the students will have access to current applications that otherwise are not working on our older iPad devices.
Image: http://www.clker.com/clipart-movie-clapper-board-2.html
My logo maker exploration resulted in trying a few that were iPad apps. I choose to explore one that was listed Logo Scopic Studio - Logo Maker. The app is visually appealing and all features, are listed at the bottom of the screen in "tab: formats. Once you move the cursor over the tab, it the tab pops-up. Then the background screen changes to a display of choices. The tabs at the bottom contain the following categories: information, saved, favoritisms, type, modern, watercolor, pro, lifestyle, geometric, and autograph. Within each tab consists of various selections available. However, many of the symbols and features are locked and require $19.00 to unlock the full studio, which includes 2500+ templates, 200+ Premumim fonts, unlimited active projects, high-resolution exports, 700,000 premium backgrounds. There appears to be no contract required, and the user is permitted to cancel at any time. The iconic has 21 free images. Only one font is available with the free version the remaining items in the other tabs are all locked and require payment to use. However,r the app is user-friendly. Once you select and icon, you press the plus-size at the bottom. Once the plus sign is pressed, then options to add text, background, and logo is displayed. Text options include font, spacing, alignment, stroke, and opacity. Background options include color and image. Logo option allows you to select from a wide assertable of logo images to add to your project. Color selections are a serious of small circles, which are in a horizontal line, and the user swipes from right to left to view all of the color choices. Although $19.00 seems pricy for single use of the application, it seems reasonable if multiple logos were to be created by the user. While the Logo Scopic Logo Maker app, indicates the membership provides numbers templates, fonts, projects, and nearly three-quarters of a million backgrounds, I feel the need to research other logo maker applications before purchasing a yearly fee.
Image:
https://www.youtube.com/watch?v=zRsTMGJ9OmM
Transliteracy has changed my current thinking and teaching practices in my delivery of instruction in the various core content subjects functional life skills and post-secondary transition instruction in several ways. Students with special needs are at a disadvantage as they navigate the post-secondary competitive workplace. Therefore, I need to expand my teaching methods and delivery to include various innovative strategies and transliteracy teaching methods. My students spend a portion of their day in a self-contained learning environment. It is primarily my responsibility to ensure that my students have access to inclusion opportunities and the skills they need to be fully engaged. According to a blog titled Innovation Design in Education "It is important to recognize the need to educate students beyond the written text using multiple literacies that often put the teacher at a disadvantage in terms of skill." My teaching methods and practices must include an assortment of innovative tools (i.e., online learning platforms, devices, applications, etc.) to expose the students to various digital technologies in the classroom learning environments. Lastly, my teaching practices need to include as many hands=on experiences; as students with special needs struggle with generalizing skillsets in other settings. An example might be students learning in the classroom environment from a powerpoint presentation, videos, and direct instruction on how to utilize an ATM. However, they may not be able to demonstrate their understanding, when given hands-on experience in their local community. Therefore, a Community Based Instruction outing to provide real-life application and experience is essential to ensure that the students demonstrate their understanding of such a skill. Resources:
http://theasideblog.blogspot.com/2013/06/d-lit-transliteracy-and-web-30.html
https://www.middleweb.com/3308/transliteracy-for-middle-graders/
|
Author:
|