Social Media | Michelle B's LIBE 477B Summer Learning

The topic of world libraries is an interesting one. It was Richardson who said that students now “carry the sum of human knowledge in their pockets” (2012, “Why School?”) and so, upon first consideration, there is no need for world libraries. However, there is a need, yet it is imperfectly met at the present time. With my school-level group we were exploring what research was available, and frankly, it was sparse. Aside from the Bill Gates Foundation’s philanthropic work there was not a clear source for a world digital library. In fact, there are many, whether it be databases, wikis or global learning exchanges such as ePals Global Community. This makes the Teacher-Librarian’s role even more imperative. They must teach students to be digital learners in order to access purposefully and utilize “the sum of human knowledge carried in their pockets.” Teaching and providing learning experiences such as pdf annotations, Diigo and other digital literacy skills are critical. Joyce Valenza articulates a powerful and far-reaching mandate of what the various and dynamic roles of a T-L are in light of the present state and potential future of world libraries: Manifesto of 21st Century Librarians. One area that we found in our research, unacknowledged by Valenza, is the fact that most digitally accessed world libraries also require English. As such, there is a massive demand for English language learning, since most texts and ideas are not as accessible in various languages. This is an issue for educators and T-Ls to be cognizant of as they support their students, and consider issues of representation or lack thereof.

While sharing and processing with my inquiry group we noticed two major connections between world libraries and our inquiry issue(s) of social media in education. We noted that world libraries often can and does include the personal libraries that individuals collect and curate through various digital platforms, such as shelfari or Twitterdeck. As such, educators can and should facilitate student’s learning in developing their personal libraries and how to contribute and connect it to the world. This also offers ripe opportunities for multiliterate learning and inquiry. However, a major obstacle illuminated through our research and discussion was the fact that currently there is not stability in platforms. Throughout the course thus far we have heard of previous digital bookmarking platforms where individuals had curated their own personal libraries were then discontinued, as with Evernote. Today’s example of Google Reader is just the latest example. Therefore it is critical to understand that when world libraries are considered, it is not just the sharing and connecting, but the platform and its longevity, its stability.

Furthermore, as we discussed the notion of personal libraries, often curated and connected through social media, we also noted a critical area of learning that is often overlooked: copyright. Teaching students to be curators of global information through their personal libraries and social media is possible, but so must the issue of intellectual property and copyright, and its changing nature. There are numerous learning experiences possible for all ages in this realm. Students should be taught to explore the difference between copyright and creative commons, as well as taught individual responsibility to properly credit as well as create and contribute to the commons. I’ve attached an Educator’s Guide I created in the past: LLED 481 An Educator’s Guide to IP Final Assignment. This guide outlines the changes, why they’re imperative and what educators from all grades and various fields can do to purposefully and creatively incorporate this essential learning into students’ education as they become purposeful contributors to our world libraries.

Over the past week, the learners in LIBE 477B have been assisting each other in timely instances, but have been largely endeavoring alone. Today felt different. Today, with the time and the open forum for small group discussion, a sense of purpose was renewed. Collectively, with Charlotte, Kristine, Brianne and myself, the beginnings of ideas were formed and distinct areas of inquiry were established. We decided that our starting point would be research into why technology, particularly social media, should and could be utilized in education. Research can often be a daunting task, a potentially crushing bulk of information that individuals are often left to sift through alone. Although each learner then processes it themselves and then carves their own path, the tapestry of learning is much richer and deeper when created together. In 15 short minutes each of us had accessed and shared numerous pieces of research for each group member to consider and to bring their ideas and critiques for tomorrow’s ongoing discussion.

This opportunity to seek, question, discuss, share and grow knowledge together is incredibly vital. According to the report Technology in Schools: What the Research Says, the choice to implement any classroom technology should be based on sound learning theory and should support a specific aspect of the curriculum or skill development (Benefits of Social Media in the Classroom”). Unfortunately, when endeavoring alone, or when prompted by break-neck pace tech integration mandates, there is often little time or forum for the inquiry and establishment of “sound learning theory,” particularly as our learning theory struggles to keep pace with the technological and cultural dimensions of practices in our lives. This is an issue that I often see in the school system, and as I understand it, is connected to “institutional isomorphism.” DiMaggio & Powell, from the American Sociology Review define institutional isomorphism as the “constraining process that forces one unit in a population to resemble other units that face the same set of environmental conditions.” Often within the educational system there is little time or platform for true collaboration, co-creation and inquiry. I believe that this is a dangerous aspect of the system that allows for it to continually slip into stagnation and “institutional isomorphism” as what is done, what has always been done, or what is haphazardly decided without “sound learning theory” becomes a subtle but evasive norm.

In education it has often been grass-roots change and pods of educational leaders, investigators and collaborators who have lead the way out of the factory-model of education. Today’s small group inquiry time is a small sampling of this process, and how it is often the life-blood of professional growth. I am optimistic and eager regarding what me and my small group can collectively discover and execute. Now if only there was such time and support for all educators in the field. I think that the changes could be potentially, and necessarily, revolutionary.