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Transliteracy in Complex Information Environments considers this relatively new concept, which has attracted a great deal of interest in the library and information field, particularly among practitioners. The notion of transliteracy arises in the context of increasingly complex information and communication environments characterised by multimodality and new roles of creators and consumers. Transliteracy concerns the ability to apply and transfer a range of skills and contextual insights to a variety of settings. Rather than focusing on any one skillset or technology, transliteracy is about fluidity of movement across a range of contexts. This book is concerned with processes of learning and knowledge creation. An understanding of transliteracy emergesfrom research data gathered in university and high school settings. Transliteracy is considered in relation to other literacies as an overarching framework. Applications in education and lifelong learning are discussed. Social aspects of transliteracy are considered in relation to academic cultures and broader social trends, particularly hybrid cultures
- Provides an overarching model of transliteracy based on the well-established information literacy
- Relates to a number of professional and academic fields, such as library and information, education, communication, media, and cultural studies
- Integrates both professional and academic perspectives
Professionals, academics and tertiary students within the field of information and literacy studies
- 1. Introduction
- 1.1 Literacies landscape
- 1.2 Transliteracy: origins and development
- 1.3 About this book
- Glossary of words used in this book
- 2. Study of transliteracy: Approach
- 2.1 Methodological approach
- 2.2 Data-gathering
- 2.3 Data analysis
- 2.4 Credibility
- 2.5 Limitations, significance, and benefits
- 2.6 Summary
- 3. Exploring transliteracy
- 3.1 The conceptual model
- 3.2 What constitutes transliteracy?
- 3.3 Experience
- 3.4 Contribution to learning and knowledge production
- 3.5 Summary
- 4. Transliteracy in practice
- 4.1 Aids and challenges
- 4.2 Transliteracy and learning
- 4.3 Pedagogies for transliteracy
- 4.4 Transliterate reading and writing
- 4.5 Summary
- 5. Transliterate cultures
- 5.1 Academic cultures and transliteracy
- 5.2 Transliteracy in the hybrid world
- 5.3 Summary
- 6. Implications for the library and information field
- 6.1 Transliterate services
- 6.2 Transliterate professional or academic
- 6.3 Summary
- No. of pages:
- © Chandos Publishing 2017
- 26th October 2016
- Chandos Publishing
- Paperback ISBN:
- eBook ISBN:
Suzana Sukovic is a librarian, researcher and educator with extensive professional experience in the information industry, mainly in the academic sector. She has also worked in academic teaching and research roles. She has completed a number of innovative projects, including applications of technology in research, teaching and learning. Suzana has published papers on issues related to technology in scholarly research, and on innovation and creativity in libraries. Her doctoral thesis explored roles of electronic texts in research projects in the human ities. Transliteracy, learning and knowledge creation, and library innovation are her main professional and research interests.
She is currently Executive Director Educational Research & Evidence Based Practice, HETI (Health Education & Training Institute).
She actively promotes research in the library and information profession through ALIA. She is Co-Chair of the ALIA Research Advisory Committee, and the founder and leader of ALIA LARK (Library Applied Research Kollektive).
Head of the Learning Resource Centre, St. Vincent’s College, Sydney, Australia
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