The notion of ‘transliteracy’ concerns itself with what does it mean to be literate in the 21st century. It aims to describe a literacy across all different kinds of platforms and how these are all interconnected, not compartmentalising different literacies in isolation.
It makes sense that the definition of literacy skills is being redefined and questioned as technology has advanced. Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century. The sheer amount of information now available to us all means that we must acquire new skills to select, evaluate, and use information appropriately and effectively.
It is simply not enough that our students be able to locate and decode information or regurgitate it. They must become able to use information in its variable forms in a range of situations and become independent learners. This ‘information fluency’ must be a continuous learning process throughout schooling and result in our students being able to apply this knowledge beyond their school years.
Ipri, T. (2010). Introducing transliteracy. College & Research Libraries News, 71(10), 532-567.
Warlick. (2007). Literacy in the new information landscape. Library Media Connection, 26, 20-21.
Waters, J.K. (2012, 9 April). Turning students into good digital citizens. THE Journal. from http://thejournal.com/Articles/2012/04/09/Rethinking-digital-citizenship.aspx