000			02203cam a2200277zu 4500
001			88836530
003			FRCYB88836530
005			20250107214814.0
006			m o d
007			cr un
008			250107s2016 fr | o|||||0|0|||eng d
020			_a9780081008751
035			_aFRCYB88836530
040			_aFR-PaCSA _ben _c _erda
100	1		_aSukovic, Suzana
245	0	1	_aTransliteracy in Complex Information Environments _c['Sukovic, Suzana']
264		1	_bElsevier Science _c2016
300			_a p.
336			_btxt _2rdacontent
337			_bc _2rdamdedia
338			_bc _2rdacarrier
650		0	_a
700	0		_aSukovic, Suzana
856	4	0	_2Cyberlibris _uhttps://international.scholarvox.com/netsen/book/88836530 _qtext/html _a
520			_aTransliteracy in Complex Information Environments considers this relatively new concept, which has attracted a great deal of interest in the library and  information field, particularly among practitioners. The notion of transliteracy arises in the context of increasingly complex information and communication environments characterised by multimodality and new roles of creators and consumers. Transliteracy concerns the ability to apply and transfer a range of skills and contextual insights to a variety of settings. Rather than focusing on any one skillset or technology, transliteracy is about fluidity of movement across a range of contexts. This book is concerned with processes of learning and knowledge creation. An understanding of transliteracy emergesfrom research data gathered in university and high school settings. Transliteracy is considered in relation to other literacies as an overarching framework. Applications in education and lifelong learning are discussed. Social aspects of transliteracy are considered in relation to academic cultures and broader social trends, particularly hybrid cultures Provides an overarching model of transliteracy based on the well-established information literacy Relates to a number of professional and academic fields, such as library and information, education, communication, media, and cultural studies Integrates both professional and academic perspectives
999			_c64532 _d64532