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id="siteSub" class="noprint">From Wikipedia, the free encyclopedia</div> </div> <div id="contentSub"><div id="mw-content-subtitle"></div></div> <div id="mw-content-text" class="mw-body-content"><div class="mw-content-ltr mw-parser-output" lang="en" dir="ltr"><div class="shortdescription nomobile noexcerpt noprint searchaux" style="display:none">Ability to use diverse techniques to collaborate across different social groups</div> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">Not to be confused with <a href="/wiki/Transliteration" title="Transliteration">Transliteration</a>.</div> <style 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.ambox-protection{border-left:10px solid #a2a9b1}.mw-parser-output .ambox .mbox-text{border:none;padding:0.25em 0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}</style><table class="box-More_citations_needed plainlinks metadata ambox ambox-content ambox-Refimprove" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><span typeof="mw:File"><a href="/wiki/File:Question_book-new.svg" class="mw-file-description"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/50px-Question_book-new.svg.png" decoding="async" width="50" height="39" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/75px-Question_book-new.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/99/Question_book-new.svg/100px-Question_book-new.svg.png 2x" data-file-width="512" data-file-height="399" /></a></span></div></td><td class="mbox-text"><div class="mbox-text-span">This article <b>needs additional citations for <a href="/wiki/Wikipedia:Verifiability" title="Wikipedia:Verifiability">verification</a></b>.<span class="hide-when-compact"> Please help <a href="/wiki/Special:EditPage/Transliteracy" title="Special:EditPage/Transliteracy">improve this article</a> by <a href="/wiki/Help:Referencing_for_beginners" title="Help:Referencing for beginners">adding citations to reliable sources</a>. Unsourced material may be challenged and removed.<br /><small><span class="plainlinks"><i>Find sources:</i> <a rel="nofollow" class="external text" href="https://www.google.com/search?as_eq=wikipedia&q=%22Transliteracy%22">"Transliteracy"</a> – <a rel="nofollow" class="external text" href="https://www.google.com/search?tbm=nws&q=%22Transliteracy%22+-wikipedia&tbs=ar:1">news</a> <b>·</b> <a rel="nofollow" class="external text" href="https://www.google.com/search?&q=%22Transliteracy%22&tbs=bkt:s&tbm=bks">newspapers</a> <b>·</b> <a rel="nofollow" class="external text" href="https://www.google.com/search?tbs=bks:1&q=%22Transliteracy%22+-wikipedia">books</a> <b>·</b> <a rel="nofollow" class="external text" href="https://scholar.google.com/scholar?q=%22Transliteracy%22">scholar</a> <b>·</b> <a rel="nofollow" class="external text" href="https://www.jstor.org/action/doBasicSearch?Query=%22Transliteracy%22&acc=on&wc=on">JSTOR</a></span></small></span> <span class="date-container"><i>(<span class="date">December 2018</span>)</i></span><span class="hide-when-compact"><i> (<small><a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a></small>)</i></span></div></td></tr></tbody></table> <p><b>Transliteracy</b> is "a fluidity of movement across a range of technologies, media and contexts" (Sukovic, 2016).<sup id="cite_ref-SciTech_1-0" class="reference"><a href="#cite_note-SciTech-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> It is an ability to use diverse techniques to collaborate across different social groups.<sup id="cite_ref-:0_2-0" class="reference"><a href="#cite_note-:0-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> </p><p>Transliteracy combines a range of capabilities required to move across a range of contexts, <a href="/wiki/Media_(communication)" title="Media (communication)">media</a>, technologies and genres.<sup id="cite_ref-SciTech_1-1" class="reference"><a href="#cite_note-SciTech-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Conceptually, transliteracy is situated across five capabilities: information capabilities (see <a href="/wiki/Information_literacy" title="Information literacy">information literacy</a>), ICT (<a href="/wiki/Information_and_communication_technologies" class="mw-redirect" title="Information and communication technologies">information and communication technologies</a>), communication and collaboration, creativity and <a href="/wiki/Critical_thinking" title="Critical thinking">critical thinking</a>. It is underpinned by <a href="/wiki/Literacy" title="Literacy">literacy</a> and <a href="/wiki/Numeracy" title="Numeracy">numeracy</a>.<sup id="cite_ref-SciTech_1-2" class="reference"><a href="#cite_note-SciTech-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> (See figure below) The concept of transliteracy is impacting the system of education and libraries.<sup id="cite_ref-:3_3-0" class="reference"><a href="#cite_note-:3-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-:4_4-0" class="reference"><a href="#cite_note-:4-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> </p> <figure class="mw-halign-right" typeof="mw:File"><a href="/wiki/File:Transliteracy_conceptual_model.jpg" class="mw-file-description" title="Transliteracy: conceptual model (Suzana Sukovic,[5]"Transliteracy in complex information environments", Chandos, 2017)"><img alt="Transliteracy: conceptual model (by Suzana Sukovic)" src="//upload.wikimedia.org/wikipedia/commons/thumb/6/64/Transliteracy_conceptual_model.jpg/300px-Transliteracy_conceptual_model.jpg" decoding="async" width="300" height="331" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/6/64/Transliteracy_conceptual_model.jpg/451px-Transliteracy_conceptual_model.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/6/64/Transliteracy_conceptual_model.jpg 2x" data-file-width="600" data-file-height="661" /></a><figcaption>Transliteracy: conceptual model (Suzana Sukovic,<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup>"Transliteracy in complex information environments", Chandos, 2017)</figcaption></figure> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="History">History</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Transliteracy&action=edit&section=1" title="Edit section: History"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>While the term appears to come from the prefix '<a href="https://en.wiktionary.org/wiki/trans-" class="extiw" title="wikt:trans-">trans-</a>' (across) and the word 'literacy', the scholars who coined it say they developed it from the practice of <a href="/wiki/Transliteration" title="Transliteration">transliteration</a>, which means to use the letters of one language to write down a different language.<sup id="cite_ref-:5_6-0" class="reference"><a href="#cite_note-:5-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> </p><p>The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by <a href="/wiki/University_of_California_at_Santa_Barbara" class="mw-redirect" title="University of California at Santa Barbara">University of California at Santa Barbara</a> Professor Alan Liu.<sup id="cite_ref-:5_6-1" class="reference"><a href="#cite_note-:5-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time <a href="/wiki/De_Montfort_University" title="De Montfort University">De Montfort University</a> Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group.<sup id="cite_ref-:5_6-2" class="reference"><a href="#cite_note-:5-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> The current meaning of transliteracy was defined in the group's seminal paper <i>Transliteracy: crossing divides</i> as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks."<sup id="cite_ref-:5_6-3" class="reference"><a href="#cite_note-:5-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. <i>Transliteracy Research Group Archive 2006-2013</i> curates numerous resources from this period.<sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> </p><p>For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context.<sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-11" class="reference"><a href="#cite_note-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity,<sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> while Suzana Sukovic, executive director of educational research and evidence-based practice at <a rel="nofollow" class="external text" href="https://www.hetimaine.org/">HETI</a>, researched transliteracy in relation to digital storytelling.<sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> The first book on the topic, <i>Transliteracy in complex information environment</i> by Sukovic, is based on research and experience with practice-based projects.<sup id="cite_ref-:0_2-1" class="reference"><a href="#cite_note-:0-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Transliteracy_in_education">Transliteracy in education</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Transliteracy&action=edit&section=2" title="Edit section: Transliteracy in education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today.<sup id="cite_ref-:1_14-0" class="reference"><a href="#cite_note-:1-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> In 2012, Adam Marcus, a teacher and librarian at <a href="/wiki/New_York_City_Department_of_Education" title="New York City Department of Education">NYCDOE</a>, decided to incorporate transliteracy into his school's public library summer reading program.<sup id="cite_ref-:2_15-0" class="reference"><a href="#cite_note-:2-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media.<sup id="cite_ref-:2_15-1" class="reference"><a href="#cite_note-:2-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> He used a tool called "VoiceThread" in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music (Marcus, 2013)."<sup id="cite_ref-:2_15-2" class="reference"><a href="#cite_note-:2-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life.<sup id="cite_ref-:2_15-3" class="reference"><a href="#cite_note-:2-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given.<sup id="cite_ref-:2_15-4" class="reference"><a href="#cite_note-:2-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then.<sup id="cite_ref-:2_15-5" class="reference"><a href="#cite_note-:2-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> </p><p>The <a href="/wiki/Agence_nationale_de_la_recherche" title="Agence nationale de la recherche">Agence nationale de la recherche</a> funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed.<sup id="cite_ref-:1_14-1" class="reference"><a href="#cite_note-:1-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students. (Aillerie, 2017)."<sup id="cite_ref-:1_14-2" class="reference"><a href="#cite_note-:1-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally<b>.</b> In addition, students were not allotted a lot of time to complete their projects which also impacted their final product.<sup id="cite_ref-:1_14-3" class="reference"><a href="#cite_note-:1-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Transliteracy_in_libraries">Transliteracy in libraries</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Transliteracy&action=edit&section=3" title="Edit section: Transliteracy in libraries"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In 2009, Dr. Susie Andretta, senior lecturer in Information Management at <a href="/wiki/London_Metropolitan_University" title="London Metropolitan University">London Metropolitan University</a>, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline.<sup id="cite_ref-:3_3-1" class="reference"><a href="#cite_note-:3-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)."<sup id="cite_ref-:3_3-2" class="reference"><a href="#cite_note-:3-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at.<sup id="cite_ref-:3_3-3" class="reference"><a href="#cite_note-:3-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy.<sup id="cite_ref-:3_3-4" class="reference"><a href="#cite_note-:3-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> Bernadette Daly Swanson, an Academic Librarian at <a href="/wiki/University_of_California,_Davis" title="University of California, Davis">UC Davis</a>, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term "transliteracy," they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at <a href="/wiki/Dominican_University_College" title="Dominican University College">Dominican University</a>, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking- I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it (Andretta, 5)."<sup id="cite_ref-:3_3-5" class="reference"><a href="#cite_note-:3-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> </p><p>Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services.<sup id="cite_ref-:3_3-6" class="reference"><a href="#cite_note-:3-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users (Andretta, 12)."<sup id="cite_ref-:3_3-7" class="reference"><a href="#cite_note-:3-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> </p><p>Thomas Ipri, a librarian at the <a href="/wiki/University_of_Nevada,_Reno" title="University of Nevada, Reno">University of Nevada</a>, advocates for libraries needing to make a change in their literary functions.<sup id="cite_ref-:4_4-1" class="reference"><a href="#cite_note-:4-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He focuses on how libraries need to establish their relationship with transliteracy because transliteracy "explores the participatory nature of new means of communicating, which breaks down barrier between academia and the wider community and calls into question standard notions of what constitutes authority by emphasizing the benefits of knowledge sharing via social networks."<sup id="cite_ref-:4_4-2" class="reference"><a href="#cite_note-:4-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> Ipri argues how established experts are no longer the only ones in charge of producing and spreading information, but it is also the personal experiences and knowledge of people that are valuable in expanding and evolving bases. In what he describes, "the heart of librarianship," it is the duty of librarians to undergo this development by modernizing their movements of communication and information.<sup id="cite_ref-:4_4-3" class="reference"><a href="#cite_note-:4-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Relationship_to_other_terms">Relationship to other terms</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Transliteracy&action=edit&section=4" title="Edit section: Relationship to other terms"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Related terms are "media and information literacy", "<a href="/wiki/Information_literacy" title="Information literacy">information literacy</a>", "<a href="/wiki/Digital_literacy" title="Digital literacy">digital literacy</a>", "<a href="/wiki/Multiliteracy" title="Multiliteracy">multiliteracies</a>" and "metaliteracy". Transliteracy is a unifying framework rather than a replacement of existing literacies. It considers "movement across" which requires a range of capabilities. </p> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Transliteracy&action=edit&section=5" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Digital_humanities" title="Digital humanities">Digital humanities</a></li> <li><a href="/wiki/Digital_media" title="Digital media">Digital media</a></li> <li><a href="/wiki/Digital_scholarship" title="Digital scholarship">Digital scholarship</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Transliteracy&action=edit&section=6" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist reflist-columns references-column-width" style="column-width: 40em;"> <ol class="references"> <li id="cite_note-SciTech-1"><span class="mw-cite-backlink">^ <a href="#cite_ref-SciTech_1-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-SciTech_1-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-SciTech_1-2"><sup><i><b>c</b></i></sup></a></span> <span class="reference-text"><style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://scitechconnect.elsevier.com/what-exactly-is-transliteracy/">"What Exactly Is Transliteracy? | SciTech Connect"</a>. <i>scitechconnect.elsevier.com</i><span class="reference-accessdate">. Retrieved <span class="nowrap">2017-03-18</span></span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=scitechconnect.elsevier.com&rft.atitle=What+Exactly+Is+Transliteracy%3F+%7C+SciTech+Connect&rft_id=http%3A%2F%2Fscitechconnect.elsevier.com%2Fwhat-exactly-is-transliteracy%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-:0-2"><span class="mw-cite-backlink">^ <a href="#cite_ref-:0_2-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:0_2-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.elsevier.com/books/transliteracy-in-complex-information-environments/sukovic/978-0-08-100875-1">"Review: Transliteracy in Complex Information Environments – 1st Edition"</a>. <i>www.elsevier.com</i><span class="reference-accessdate">. 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IFLA.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=conference&rft.atitle=Transliteracy%3A+take+a+walk+on+the+wild+side&rft.btitle=World+Library+and+Information+Congress%3A+75th+IFLA+General+Conference+and+Assembly&rft.pub=IFLA&rft.date=2009-05-31&rft.aulast=Andretta&rft.aufirst=Susie&rft_id=http%3A%2F%2Feprints.rclis.org%2F14868%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-:4-4"><span class="mw-cite-backlink">^ <a href="#cite_ref-:4_4-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:4_4-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-:4_4-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-:4_4-3"><sup><i><b>d</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFIpri2010" class="citation journal cs1">Ipri, Tom (2010). <a rel="nofollow" class="external text" href="https://crln.acrl.org/index.php/crlnews/article/view/8455">"Introducing transliteracy: What does it mean to academic libraries?"</a>. <i>College & Research Libraries News</i>. <b>71</b> (10): 532–567. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://doi.org/10.5860%2Fcrln.71.10.8455">10.5860/crln.71.10.8455</a></span>. <a href="/wiki/Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://hdl.handle.net/20.500.12613%2F7499">20.500.12613/7499</a></span><span class="reference-accessdate">. Retrieved <span class="nowrap">June 1,</span> 2022</span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=College+%26+Research+Libraries+News&rft.atitle=Introducing+transliteracy%3A+What+does+it+mean+to+academic+libraries%3F&rft.volume=71&rft.issue=10&rft.pages=532-567&rft.date=2010&rft_id=info%3Ahdl%2F20.500.12613%2F7499&rft_id=info%3Adoi%2F10.5860%2Fcrln.71.10.8455&rft.aulast=Ipri&rft.aufirst=Tom&rft_id=https%3A%2F%2Fcrln.acrl.org%2Findex.php%2Fcrlnews%2Farticle%2Fview%2F8455&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-5"><span class="mw-cite-backlink"><b><a href="#cite_ref-5">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSuzana2016" class="citation book cs1">Suzana, Sukovic (2016-10-24). <i>Transliteracy in complex information environments</i>. Chandos. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9780081009017" title="Special:BookSources/9780081009017"><bdi>9780081009017</bdi></a>. <a href="/wiki/OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/966557085">966557085</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Transliteracy+in+complex+information+environments&rft.pub=Chandos&rft.date=2016-10-24&rft_id=info%3Aoclcnum%2F966557085&rft.isbn=9780081009017&rft.aulast=Suzana&rft.aufirst=Sukovic&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-:5-6"><span class="mw-cite-backlink">^ <a href="#cite_ref-:5_6-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:5_6-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-:5_6-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-:5_6-3"><sup><i><b>d</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFThomasJosephLaccettiMason2007" class="citation journal cs1">Thomas, Sue; Joseph, Chris; Laccetti, Jess; Mason, Bruce; Mills, Simon; Perril, Simon; Pullinger, Kate (2007-12-12). <a rel="nofollow" class="external text" href="https://firstmonday.org/ojs/index.php/fm/article/view/2060">"Transliteracy: Crossing divides"</a>. <i>First Monday</i>. <b>12</b> (12). <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://doi.org/10.5210%2Ffm.v12i12.2060">10.5210/fm.v12i12.2060</a></span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=First+Monday&rft.atitle=Transliteracy%3A+Crossing+divides&rft.volume=12&rft.issue=12&rft.date=2007-12-12&rft_id=info%3Adoi%2F10.5210%2Ffm.v12i12.2060&rft.aulast=Thomas&rft.aufirst=Sue&rft.au=Joseph%2C+Chris&rft.au=Laccetti%2C+Jess&rft.au=Mason%2C+Bruce&rft.au=Mills%2C+Simon&rft.au=Perril%2C+Simon&rft.au=Pullinger%2C+Kate&rft_id=https%3A%2F%2Ffirstmonday.org%2Fojs%2Findex.php%2Ffm%2Farticle%2Fview%2F2060&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-7"><span class="mw-cite-backlink"><b><a href="#cite_ref-7">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://transliteracyresearch.wordpress.com/">"Transliteracy Research Group Archive 2006–2013"</a>. <i>Transliteracy Research Group Archive 2006-2013</i><span class="reference-accessdate">. Retrieved <span class="nowrap">2017-03-06</span></span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Transliteracy+Research+Group+Archive+2006-2013&rft.atitle=Transliteracy+Research+Group+Archive+2006%E2%80%932013&rft_id=https%3A%2F%2Ftransliteracyresearch.wordpress.com%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-8"><span class="mw-cite-backlink"><b><a href="#cite_ref-8">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAnneAnne2012" class="citation journal cs1">Anne, Cordier; Anne, Lehmans (2012-07-01). <a rel="nofollow" class="external text" href="https://www.questia.com/library/journal/1P3-2813478621/distance-learning-as-a-central-issue-for-the-learning">"Distance Learning as a Central Issue for the Learning and Professionalization Process of Professeurs Documentalistes: The French Synthesis of Transliteracy"</a>. <i>School Libraries Worldwide</i>. <b>18</b> (2). <a href="/wiki/ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1023-9391">1023-9391</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=School+Libraries+Worldwide&rft.atitle=Distance+Learning+as+a+Central+Issue+for+the+Learning+and+Professionalization+Process+of+Professeurs+Documentalistes%3A+The+French+Synthesis+of+Transliteracy&rft.volume=18&rft.issue=2&rft.date=2012-07-01&rft.issn=1023-9391&rft.aulast=Anne&rft.aufirst=Cordier&rft.au=Anne%2C+Lehmans&rft_id=https%3A%2F%2Fwww.questia.com%2Flibrary%2Fjournal%2F1P3-2813478621%2Fdistance-learning-as-a-central-issue-for-the-learning&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-9"><span class="mw-cite-backlink"><b><a href="#cite_ref-9">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLiquète2012" class="citation journal cs1">Liquète, Vincent (2012-06-01). <a rel="nofollow" class="external text" href="https://hal.archives-ouvertes.fr/hal-00841948">"Can one speak of an "Information Transliteracy"?"</a>. <i>International Conference: Media and Information Literacy for Knowledge Societies</i>: 7 p.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=International+Conference%3A+Media+and+Information+Literacy+for+Knowledge+Societies&rft.atitle=Can+one+speak+of+an+%22Information+Transliteracy%22%3F&rft.pages=7+p&rft.date=2012-06-01&rft.aulast=Liqu%C3%A8te&rft.aufirst=Vincent&rft_id=https%3A%2F%2Fhal.archives-ouvertes.fr%2Fhal-00841948&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-10"><span class="mw-cite-backlink"><b><a href="#cite_ref-10">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLehmansCordier2014" class="citation book cs1">Lehmans, Anne; Cordier, Anne (2014-10-20). "Transliteracy and Knowledge Formats". In Kurbanoğlu, Serap; Špiranec, Sonja; Grassian, Esther; Mizrachi, Diane; Catts, Ralph (eds.). <a rel="nofollow" class="external text" href="https://hal.archives-ouvertes.fr/hal-01710536/file/ECIL%202014%20ALehmans%20ACordier.pdf"><i>Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century</i></a> <span class="cs1-format">(PDF)</span>. Communications in Computer and Information Science. Vol. 492. Springer International Publishing. pp. 118–127. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2F978-3-319-14136-7_13">10.1007/978-3-319-14136-7_13</a>. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9783319141350" title="Special:BookSources/9783319141350"><bdi>9783319141350</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=bookitem&rft.atitle=Transliteracy+and+Knowledge+Formats&rft.btitle=Information+Literacy.+Lifelong+Learning+and+Digital+Citizenship+in+the+21st+Century&rft.series=Communications+in+Computer+and+Information+Science&rft.pages=118-127&rft.pub=Springer+International+Publishing&rft.date=2014-10-20&rft_id=info%3Adoi%2F10.1007%2F978-3-319-14136-7_13&rft.isbn=9783319141350&rft.aulast=Lehmans&rft.aufirst=Anne&rft.au=Cordier%2C+Anne&rft_id=https%3A%2F%2Fhal.archives-ouvertes.fr%2Fhal-01710536%2Ffile%2FECIL%25202014%2520ALehmans%2520ACordier.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-11"><span class="mw-cite-backlink"><b><a href="#cite_ref-11">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLehmansMazurier2015" class="citation journal cs1">Lehmans, Anne; Mazurier, Valentine (2015-06-01). <a rel="nofollow" class="external text" href="https://hal.archives-ouvertes.fr/hal-01265970">"Transfer, transformation, transition: What the School Library can do in Transliteracy, the French Context"</a>. <i>44th International Association of School Librariansip International Conference</i>: 312–323.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=44th+International+Association+of+School+Librariansip+International+Conference&rft.atitle=Transfer%2C+transformation%2C+transition%3A+What+the+School+Library+can+do+in+Transliteracy%2C+the+French+Context&rft.pages=312-323&rft.date=2015-06-01&rft.aulast=Lehmans&rft.aufirst=Anne&rft.au=Mazurier%2C+Valentine&rft_id=https%3A%2F%2Fhal.archives-ouvertes.fr%2Fhal-01265970&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-12"><span class="mw-cite-backlink"><b><a href="#cite_ref-12">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFThomas2013" class="citation journal cs1">Thomas, Sue (2013-09-01). 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title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Digital+Creativity&rft.atitle=Making+a+space%3A+transliteracy+and+creativity&rft.volume=24&rft.issue=3&rft.pages=182-190&rft.date=2013-09-01&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A19539801%23id-name%3DS2CID&rft.issn=1462-6268&rft_id=info%3Adoi%2F10.1080%2F14626268.2013.806332&rft.aulast=Thomas&rft.aufirst=Sue&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-13"><span class="mw-cite-backlink"><b><a href="#cite_ref-13">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSukovic2014" class="citation journal cs1">Sukovic, Suzana (2014-09-18). <a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F00048623.2014.951114">"iTell: Transliteracy and Digital Storytelling"</a>. <i>Australian Academic & Research Libraries</i>. <b>45</b> (3): 205–229. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F00048623.2014.951114">10.1080/00048623.2014.951114</a></span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Australian+Academic+%26+Research+Libraries&rft.atitle=iTell%3A+Transliteracy+and+Digital+Storytelling&rft.volume=45&rft.issue=3&rft.pages=205-229&rft.date=2014-09-18&rft_id=info%3Adoi%2F10.1080%2F00048623.2014.951114&rft.aulast=Sukovic&rft.aufirst=Suzana&rft_id=https%3A%2F%2Fdoi.org%2F10.1080%252F00048623.2014.951114&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-:1-14"><span class="mw-cite-backlink">^ <a href="#cite_ref-:1_14-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:1_14-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-:1_14-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-:1_14-3"><sup><i><b>d</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFAillerie2017" class="citation journal cs1">Aillerie, Karine (2017-11-22). <a rel="nofollow" class="external text" href="https://halshs.archives-ouvertes.fr/halshs-02165537/file/jolis_2017_version%20de%20travail.pdf">"Teenagers' information practices in academic settings: What relevance for a transliteracy-based approach?"</a> <span class="cs1-format">(PDF)</span>. <i>Journal of Librarianship and Information Science</i>. <b>51</b> (3): 737–745. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F0961000617742463">10.1177/0961000617742463</a>. <a href="/wiki/ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0961-0006">0961-0006</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:148809875">148809875</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Journal+of+Librarianship+and+Information+Science&rft.atitle=Teenagers%27+information+practices+in+academic+settings%3A+What+relevance+for+a+transliteracy-based+approach%3F&rft.volume=51&rft.issue=3&rft.pages=737-745&rft.date=2017-11-22&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A148809875%23id-name%3DS2CID&rft.issn=0961-0006&rft_id=info%3Adoi%2F10.1177%2F0961000617742463&rft.aulast=Aillerie&rft.aufirst=Karine&rft_id=https%3A%2F%2Fhalshs.archives-ouvertes.fr%2Fhalshs-02165537%2Ffile%2Fjolis_2017_version%2520de%2520travail.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> <li id="cite_note-:2-15"><span class="mw-cite-backlink">^ <a href="#cite_ref-:2_15-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:2_15-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-:2_15-2"><sup><i><b>c</b></i></sup></a> <a href="#cite_ref-:2_15-3"><sup><i><b>d</b></i></sup></a> <a href="#cite_ref-:2_15-4"><sup><i><b>e</b></i></sup></a> <a href="#cite_ref-:2_15-5"><sup><i><b>f</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGoganMarcus2013" class="citation web cs1">Gogan, Barbara; Marcus, Adam (2013-05-01). <a rel="nofollow" class="external text" href="https://link.galegroup.com/apps/doc/A331808426/AONE?sid=lms">"Lost in transliteracy: how to expand student learning across a variety of platforms"</a>. <i>Knowledge Quest</i><span class="reference-accessdate">. Retrieved <span class="nowrap">2019-10-05</span></span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Knowledge+Quest&rft.atitle=Lost+in+transliteracy%3A+how+to+expand+student+learning+across+a+variety+of+platforms&rft.date=2013-05-01&rft.aulast=Gogan&rft.aufirst=Barbara&rft.au=Marcus%2C+Adam&rft_id=https%3A%2F%2Flink.galegroup.com%2Fapps%2Fdoc%2FA331808426%2FAONE%3Fsid%3Dlms&rfr_id=info%3Asid%2Fen.wikipedia.org%3ATransliteracy" class="Z3988"></span></span> </li> </ol></div> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Transliteracy&action=edit&section=7" title="Edit section: External links"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a rel="nofollow" class="external text" href="http://transliteracies.english.ucsb.edu/category/research-project">Transliteracies Research Project, University of California Santa Barbara</a></li></ul> <p><br /> </p> <div class="navbox-styles"><style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol ul,.mw-parser-output .hlist ul dl,.mw-parser-output .hlist ul ol,.mw-parser-output .hlist ul ul{display:inline}.mw-parser-output .hlist .mw-empty-li{display:none}.mw-parser-output .hlist dt::after{content:": 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id="Literacy" style="font-size:114%;margin:0 4em"><a href="/wiki/Literacy" title="Literacy">Literacy</a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Learning</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Adolescent_literacy" title="Adolescent literacy">Adolescent literacy</a></li> <li><a href="/wiki/Emergent_literacy" class="mw-redirect" title="Emergent literacy">Emergent literacy</a></li> <li><a href="/wiki/Family_literacy" title="Family literacy">Family literacy</a></li> <li><a href="/wiki/Functional_illiteracy" title="Functional illiteracy">Functional illiteracy</a></li> <li><a href="/wiki/Phonics" title="Phonics">Phonics</a></li> <li><a href="/wiki/Post-literacy" title="Post-literacy">Post-literacy</a></li> <li><a href="/wiki/Whole_language" title="Whole language">Whole language</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Locations</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/List_of_countries_by_literacy_rate" title="List of countries by literacy rate">List of countries by literacy rate</a></li> <li><a href="/wiki/Literacy_in_Canada" title="Literacy in Canada">Canada</a></li> <li><a href="/wiki/Literacy_in_India" title="Literacy in India">India</a> <ul><li><a href="/wiki/Literacy_in_Bihar" title="Literacy in Bihar">Bihar</a></li></ul></li> <li>New Zealand <ul><li><a href="/wiki/Literacy_in_Tokelau" title="Literacy in Tokelau">Tokelau</a></li></ul></li> <li><a href="/wiki/Literacy_in_Romania" title="Literacy in Romania">Romania</a></li> <li><a href="/wiki/Literacy_in_the_United_States" title="Literacy in the United States">United States</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Institutions</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/International_Literacy_Association" title="International Literacy Association">International Literacy Association</a></li> <li><a href="/wiki/International_Literacy_Day" title="International Literacy Day">International Literacy Day</a></li> <li><a href="/wiki/National_Council_of_Teachers_of_English" title="National Council of Teachers of English">National Council of Teachers of English</a></li> <li><a href="/wiki/No_Child_Left_Behind_Act" title="No Child Left Behind Act">No Child Left Behind Act</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">People</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Marie_Clay" title="Marie Clay">Marie Clay</a></li> <li><a href="/wiki/Ruth_Johnson_Colvin" title="Ruth Johnson Colvin">Ruth Johnson Colvin</a></li> <li><a href="/wiki/Paulo_Freire" title="Paulo Freire">Paulo Freire</a></li> <li><a href="/wiki/James_Paul_Gee" title="James Paul Gee">James Paul Gee</a></li> <li><a href="/wiki/Griffith_Jones_(priest)" title="Griffith Jones (priest)">Griffith Jones</a></li> <li><a href="/wiki/Frank_Laubach" title="Frank Laubach">Frank Laubach</a></li> <li><a href="/wiki/Brian_Street" title="Brian Street">Brian Street</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Other types</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/AI_literacy" title="AI literacy">AI</a></li> <li><a href="/wiki/Agricultural_literacy" title="Agricultural literacy">Agricultural</a></li> <li><a href="/wiki/Braille_literacy" title="Braille literacy">Braille</a></li> <li><a href="/wiki/Carbon_literacy" title="Carbon literacy">Carbon</a></li> <li><a href="/wiki/Computer_literacy" title="Computer literacy">Computer</a></li> <li><a href="/wiki/Computational_literacy" title="Computational literacy">Computational</a></li> <li><a href="/wiki/Critical_literacy" title="Critical literacy">Critical</a></li> <li><a href="/wiki/Cultural_literacy" title="Cultural literacy">Cultural</a></li> <li><a href="/wiki/Data_literacy" title="Data literacy">Data</a></li> <li><a href="/wiki/Digital_literacy" title="Digital literacy">Digital</a></li> <li><a href="/wiki/Diaspora_literacy" title="Diaspora literacy">Diaspora</a></li> <li><a href="/wiki/Ecological_literacy" title="Ecological literacy">Ecological</a></li> <li><a href="/wiki/Electracy" title="Electracy">Electracy</a></li> <li><a href="/wiki/Emotional_literacy" title="Emotional literacy">Emotional</a></li> <li><a href="/wiki/Faith_literacy" class="mw-redirect" title="Faith literacy">Faith</a></li> <li><a href="/wiki/Financial_literacy" title="Financial literacy">Financial</a></li> <li><a href="/wiki/Geo-literacy" title="Geo-literacy">Geo-literacy</a></li> <li><a href="/wiki/Graph_literacy" title="Graph literacy">Graph</a></li> <li><a href="/wiki/Health_literacy" title="Health literacy">Health</a> <ul><li><a href="/wiki/Mental_health_literacy" title="Mental health literacy">Mental health</a></li> <li><a href="/wiki/Occupational_Safety_and_Health_Literacy" class="mw-redirect" title="Occupational Safety and Health Literacy">Occupational Safety and Health</a></li></ul></li> <li><a href="/wiki/Information_literacy" title="Information literacy">Information</a></li> <li><a href="/wiki/Information_literacies" class="mw-redirect" title="Information literacies">Information literacies</a></li> <li><a href="/wiki/Information_and_media_literacy" title="Information and media literacy">Information and media</a></li> <li><a href="/wiki/Legal_literacy" class="mw-redirect" title="Legal literacy">Legal</a></li> <li><a href="/wiki/Media_literacy" title="Media literacy">Media</a></li> <li><a href="/wiki/Multiliteracies" class="mw-redirect" title="Multiliteracies">Multiliteracies</a></li> <li><a href="/wiki/Musical_literacy" title="Musical literacy">Musical</a></li> <li><a href="/wiki/Numeracy" title="Numeracy">Numeracy</a></li> <li><a href="/wiki/Object_Literacy" class="mw-redirect" title="Object Literacy">Object</a></li> <li><a href="/wiki/Oracy" title="Oracy">Oracy</a></li> <li><a href="/wiki/Power_literacy" class="mw-redirect" title="Power literacy">Power</a></li> <li><a href="/wiki/Physical_literacy" title="Physical literacy">Physical</a></li> <li><a href="/wiki/Psychological_literacy" title="Psychological literacy">Psychological</a></li> <li><a href="/wiki/Racial_literacy" title="Racial literacy">Racial</a></li> <li><a href="/wiki/Religious_literacy" title="Religious literacy">Religious</a></li> <li><a href="/wiki/Scientific_literacy" title="Scientific literacy">Scientific</a></li> <li><a href="/wiki/Social_literacy" title="Social literacy">Social</a></li> <li><a href="/wiki/Statistical_literacy" title="Statistical literacy">Statistical</a></li> <li><a href="/wiki/Technological_literacy" title="Technological literacy">Technological</a></li> <li><a class="mw-selflink selflink">Transliteracy</a></li> <li><a href="/wiki/Visual_literacy" title="Visual literacy">Visual</a></li> <li><a href="/wiki/Web_literacy" title="Web literacy">Web</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Related</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Aliteracy" title="Aliteracy">Aliteracy</a></li> <li><a href="/wiki/Asemic_writing" title="Asemic writing">Asemic writing</a></li> <li><a href="/wiki/Children%27s_literature" title="Children's literature">Children's literature</a></li> <li><a href="/wiki/Composition_studies" title="Composition studies">Composition studies</a></li> <li><a href="/wiki/Dick_and_Jane" title="Dick and Jane">Dick and Jane</a></li> <li><a href="/wiki/Dyslexia" title="Dyslexia">Dyslexia</a></li> <li><a href="/wiki/Literacy_test" title="Literacy test">Literacy test</a></li> <li><a href="/wiki/Media_consumption" title="Media consumption">Media consumption</a></li> <li><a href="/wiki/Orality" title="Orality">Orality</a></li> <li><a href="/wiki/Oral_literature" title="Oral literature">Oral literature</a></li> <li><a href="/wiki/Post-literate_society" title="Post-literate society">Post-literate society</a></li> <li><a href="/wiki/Reading" title="Reading">Reading</a></li> <li><a href="/wiki/Writing" title="Writing">Writing</a></li> <li><a href="/wiki/Writing_system" title="Writing system">Writing system</a></li></ul> </div></td></tr></tbody></table></div>    </div><noscript><img src="https://login.wikimedia.org/wiki/Special:CentralAutoLogin/start?type=1x1" alt="" width="1" height="1" style="border: none; position: absolute;"></noscript> <div class="printfooter" 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