Abstract
Information transliteracy in education can be observed through students’ activities in project situations, which show a transformation of learning strategies and transfers between informal digital abilities and formal academic skills. A research project, “Translit”, is led in France on pupils in scholar and non-scholar activities. We examine the concept of knowledge format. A format is a tangible and intangible knowledge organization model. We propose some examples of such models that seem to be efficient in our observations. These formats open to the design of information through the production of content. They can be a path to reflection on seeking procedures but also critical thinking, not just problem solving but also questions discovery. We propose some criteria in order to build a typology of these knowledge formats based on transliteracy.
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Lehmans, A., Cordier, A. (2014). Transliteracy and Knowledge Formats. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds) Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. ECIL 2014. Communications in Computer and Information Science, vol 492. Springer, Cham. https://doi.org/10.1007/978-3-319-14136-7_13
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DOI: https://doi.org/10.1007/978-3-319-14136-7_13
Publisher Name: Springer, Cham
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