When I went to find the code for the video, I came across this article he wrote on the same subject here in the Academic Commons.
This new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.
His argument that we need to be able to find, sort, analyze and even create new information in a new media landscape is perfectly in line with the principles of Transliteracy, but the section I was most struck by was around 6:30 when he talks about students seeking meaning in their lives. Near the end he states, “meaning is not just something you find, but ultimately something you create.” As someone also working with young people, I know he’s absolutely right and I find myself thinking more about context.
Knowledge Ability changes over time, based on the communication environment they are in.
Media are not just tools, they mediate relationships and allow us to connect with each other. When media change, our relationships change. Does that sound familiar to anyone who read Transliteracy: Crossing Divides?
The literacies (digital, numerate, oral) may be different, but the transliteracies (social, economic, political) often transect them in similar ways, depending on cultural context.
Wesch says learning is not a one-way conversation anymore – I say neither is librarianship! The old model with youth was “sit-down, be quiet and take in what I tell/give you.” We need to find ways to transform the one-way into two-way conversations.