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Transliteracy is recent terminology gaining currency in the library world.

The essential idea here is that transliteracy is concerned with mapping meaning across different media and not with developing particular literacies about various media.

working definition

The M-BOD scenarios sketched out above differ from those described in the EL section in that the former take seriously the role of desire in student learning. In the M-BOD scenarios, students resource their creative and dramatic selves to become their own guides in working out the meaning(s) of History, ethics, bullying, etc. This learning is “deep” because it involves the body in several ways: Sometimes bodies actually get up and move through space (i.e., the walking dance or doing field research) Students are prompted to respond to situations more than follow directions; these situations require them to “read” other people and multiple texts and contexts Students’ formal presentations (their strategic, other-directed productions) elicit actual responses from people, which (whether good or bad, or a mix) then require some expression and reflection Back to Discussion of "Situating M-BOD"       Preface One: Situating Embodied Learning Two: Case Study: Oliver Identity and Learning: “Follow What I Am Doing: Do The Rules That I’m Doing: It’s Very CoM-pli-cated” Improvisational/Feedback "1,2,3...16, 17,18, NineTEEN" Innovation: “I Can Look At Your Cards” Producelike Behavior: "Why Do The Make Queen Better Than Jack?" Conclusion: "The Bricolage, The Music, The Movement" Three: Implications for the Literacy Autobiography Assignment              

But there is very BIG difference between being ‘lured’ (false pretenses) and being requested specifically for the purpose of learning – defined and clarified on educational/professional terms.

There is no reason why these tools cannot be used ethically, responsibly and productively if we are mindful and self reflexive in our pedagogies.

 In short, “all knowing depends on the structure of the knower” and “every act of knowing brings forth a world”.

Digital storytelling enhances not only the students literacy development but also their social-emotional development.

is that with digital storytelling students may use a real and authentic voice. This is of course very empowering in terms of motivation.

"On some important outcomes (including achievement in literacy and numeracy) courage was as effective an approach as confidence. On other outcomes, confidence was more effective, however, courage was a very close second. So, while we already knew that confidence is linked to positive educational outcomes, this study is significant because it shows that courage is also an educationally effective response - particularly in the face of fear and anxiety.