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Social Network Literacy in the Classroom: Progress or Problematic?
Transcript of Social Network Literacy in the Classroom: Progress or Problematic?
Reading and writing still apply; act as a base for expansion.
Teach traditional litearcy (where possible) using the digital environment.
Value and use social network systems.
Bridge the gap. Use modalities they use at home: multimedia, podcasts, wikis, and other tools (Walsh 2011)
Take advantage of opportunities for self representation (Vasudevan, 2010) What is Social Networking? The term 'social network' is a very broad term which encompasses many activities on the internet, but all social networks involve communications between individuals using a variety of modalities and literacies in the online environment. Rationale and Background a) Current curriculum and instruction continues to have a disconnect between the litearcies used at school and at home
b) Students are learning a great many literacies involving technology in an unstructured atmosphere that can be risky if they don't learn properly.
c) Valuing and teaching using the digital literacies students already possess will not only increase efficacy in student but more fully prepare them for the future. Why Should we teach using Social Networking? Shifting from an analog to a digital world
There is a formidable gap between the literacy practices youth engage in outside of school and the way literacy is framed in official standards and assessment. (O'brien & Scharber, 2008)
Valuing of student's modalities can increase their efficacy for work: Social Networking is not Perfect - Advantages and Limitations Pros Social Network Literacy In the Classroom Environment Four General types of social networks:
Blogs and Wikis
Media Creation and Sharing
Personal Social Networks
Writing Communities Introduction The world has begun a fundamental shift as the internet has evolved and come into being. The Internet is foremost in this communications revolution with the advent of Web 2.0, and the incredible capacity for user input that spawned from this new iteration of the internet.
In the world of Web 2.0 there is an almost unlimited amount of information that someone can encounter, but the focus has shifted to creating means of communication within the environment to everyone with access to the internet. First amongst these new communication methods is that of the social network, creating a participatory culture with relatively low barriers to artistic expression, civic engagement, and a strong support for creating and sharing one's creations.
Social networks have also become tools that are used on a wide scale by individuals and businesses alike, and navigation could be necessary for a students' literate survival in the near future. Web 2.0 Overview Intended Journal Information The Language Arts journal published by the National Council of Teachers of English (NCTE) All manuscripts should be submitted electronically
Manuscripts should be approximately 6,500 words or less in length, including references.
Please include charts, graphs, children’s artifacts, bulleted points, and/or figures wherever possible to vary the format, enhance the content of the article, and include children’s voices where appropriate.
If the manuscript includes visual images, tables, and/or charts, they should be marked as they are in the body of the manuscript (e.g., Figure 1, Table 1, etc.) and uploaded separately after the reference page. Digital images in accepted manuscripts must be of high resolution (at least 300 dpi) Students who are usually very slow to start, and who rarely finish anything, were very eager and keen to produce their own work on the computer. I think the use of different modes of media within the classroom really enhanced individual learning styles as students were allowed to present their work in a style that best suited them. The Wiki Space was the most successful aspect. This not only enhanced learning but it enhanced the students' attitudes to literacy. (Walsh 2011, p. 72-3) Interactivity and Multimodality i) Social has more than traditional print literacy as it has more modalities than traditional print has to offer; Audio and video can be involved.
ii) Navigation is different: the internet is not navigated in a linear process as print is. iii) Simultaneous interaction between multiple parties, allowing everyone on the internet the chance to become both producers and consumers of information. NOTE: This is an older video, originally embedded in a wiki What about Control and Security? NOTE: This is an older video, originally embedded in a wiki. Social network literacies and safe practices cannot be ignored. Tying the two together can further prepare students.
Internet safety is not isolated from its use, but both are necessary for full appreciation of the medium. (Kollie, 2007)
Internet Safety can also be tied into other programs, such as dealing with cyber-bullying. A shift in how you deal with references and citations at the higher level can also be addressed through many technological methods that are already available. Bridges the gap between in school and out of school literacies (Vasudevan, 2010 pg. 48)
Empowering students to develop their own self through community (Williams 2008 pg. 684)
Proper Safe Navigation Skills will be beneficial (Kollie 2007)
Opens access to different communities and practices (Black 2005)
Self reflexive practices can build personal sense of self (Hull 2010 pg. 91) Cons Security and safety can be problematic (Kollie 2007)
Control of the environment is only as good as the teacher's experience in using it.
Currently framed as an add-on to existing standards (O'Brien 2008 pg. 67) Methodology - Literature Review Using a literature review of numerous articles and a small book I will address several questions:
Should we teach social network literacy as a specific area of study?
If it should be taught, how can social network literacies be taught effectively in the classroom?
What are the limitations to teaching social network literacies in the classroom, or at least in the current school classroom environment?
Currently all of the articles are from 2005 to 2012, addressing the varying use of Web 2.0 technologies and the social network literacies inherent. Their contents will be discussed generally in the rest of this presentation. Discussion We are currently standing at a unique crossroad in literacy teaching. On one hand we have a system of literacy that is bursting with new modalities and instantaneous interaction that people are flocking to due to its information capacity and communicative potential; on the other, we have an education system that remains mired in traditional forms of literacy. As educators we are beholden to ensure that we prepare our students to succeed in the future to the best of our abilities, but I do not believe that we can properly prepare our students for the future without investing in proper valuation and teaching of the modalities that are involved in social networking.
Education needs to face the shifting reality that will be awaiting students in the future. They have already begun to embrace it themselves if "students are choosing to engage more in new technologies than with books at home, then classroom contexts need to acknowledge these changes" (Walsh 2011 pg 7). The rest of the world is continually advancing with the technological change and the field of education can be no different. References Black, R.W. (2005). Access and affiliation: the literacy and composition practices of english-
language learners in an online fanfiction community. Journal of Adolescent & Adult
Literacy, 49(2), 118-128
Hull, G. A., Stornaiuolo, A. (2010). Literate arts in a global world: reframing social networking as cosmopolitan practice. Journal of Adolescent & Adult Literacy, 54, 85-97
Karchmer-Klein, R. (2007). Best practices in using the internet to support writing. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.) Best practices in writing instruction (pp. 222-241). New York: The Guilford Press.
Kollie, E. (2007). Social networking - It's a good thing! School Planning and Management, 46(1), 22-24
McMurtry, J. (1991). Education and the market model. Journal of Philosophy of Education. 25(2) pg. 209-217
O’Brien, D., Scharber, C. (2008). Digital literacies go to school: potholes and possibilities. Journal of Adolescent & Adult Literacy, 52(1), 66-68
Vasudevan, L. (2010). Literacies in a participatory, multimodal world: The arts and aesthetics of Web 2.0. Language Arts, 88(1), 43-50.
Walsh, M. (2011). Multimodal literacy: Researching classroom practice. Newtown, NSW: Primary English Teaching Association (e:lit).
Williams, B.T. (2008). “Tomorrow will not be like today”: literacy and identity in a world of multiliteracies. Journal of Adolescent & Adult Literacy, 51 (8), 682-686 Incorporate reflexive practices if using Social media. Consider student only networks such as Space2Cre8 or Kidnet (Hull, 2010)
Use it to change the atmosphere for learning, such as manipulation of content over perfect language use (especially for ESL) (Black, 2005)
Internet safety should be addressed; students are not always using controlled environments outside class (Kollie, 2007)
These practices will continue to built upon in the future, as “most of what we know about best practices in using the Internet to support reading and writing comes from the good work of classroom teachers who use technology on a regular basis.” (Karchmer-Klein 2007, pg. 223) How Can we teach with Social Networks? - Continued Media References Barnett, C. (2008). Explaining Web 2.0. Youtube, retrieved from: http:// www.youtube.com/watch?v=7BAXvFdMBWw&feature=plcp
Hertwig, K. (2011). Control and Security while using Social Networks for Literacy, and a comment on Referencing. Youtube. Retrieved from: http:// www.youtube.com/watch?v=fUQUb2n6vzA&feature=relmfu
Hertwig, K. (2011). Interaction and Multimodality - A discussion on print, and social networks on the internet (part 2). Youtube. Retrieved from: http:// www.youtube.com/watch?v=w8AFnbtbUBM&feature=relmfu