Posts Tagged ‘blogging’

Cross-post: If It Doesn’t Spread, It’s Current Educational Practice

Contrary to popular opinion, I do hold down a day job in addition to my blogging responsibilities here at sleeping alone. Fortunately for me, a significant chunk of my day job requires blogging about what I do. Recently, I’ve been working on a series of blogposts about spreadable educational practices with my sensei, Dan Hickey, and my mentor and partner in crime, Michelle Honeyford. You can read the first of several planned posts, “If It Doesn’t Spread, It’s Current Educational Practice,” here.

This first post aligns a series of arguments about educational practices with media scholar Henry Jenkins’ take on spreadable media. As I explained in a previous post on sleeping alone, Henry considers the conflict between the commodity culture, in which everything is for sale, and the gift economy, in which social capital is developed through the giving and receiving of gifts. I wrote:

Borrowing from Lewis Hyde’s 1983 book The Gift: Imagination and the Erotic Life of Property, Jenkins explains that in a gift economy,

[t]he circulation of goods is not simply symbolic of the social relations between participants; it helps to constitute them. Hyde identifies three core obligations which are shared among those who participate in a gift economy: “the obligation to give, the obligation to accept, and the obligation to reciprocate.” (p.xxi) Each of these acts help to break down boundaries between participants, reflecting a commitment to good relations and mutual welfare.

Jenkins takes up Hyde’s notion of the difference between “value” and “worth,” focusing on Hyde’s argument that “a commodity has value… A gift has worth.” Value, in this case, means the exchange rate of a good: Cash for the merchandise. Worth, on the other hand, is the extra-economic value of a good: Its emotional meaning to us.

Given this conflict, then, what spreads via new media–the gifts we give each other (think Kittens, Inspired by Kittens; think the T-Mobile Dance at Liverpool Train Station)–does not always necessarily align with what’s sellable. In other words, what makes something spreadable may exist independent of its economic value. In “If It Doesn’t Spread, It’s Current Educational Practice,” we argue that

the critiques that Jenkins and colleagues level at prevailing conceptualizations of the transmission and construction of ideas in media have a lot in common with the way instructional routines are transmitted to educators and then presented to students. Traditionally these ideas have been transmitted via textbooks and other formal curricular materials. As with traditional media, this “filter then publish” model made sense given the costs of publishing traditional textbooks and the relatively modest canon of knowledge school children needed to learn but is increasingly cumbersome, ineffectual, and inefficient in an environment that allows for on-demand publishing and dissemination of material. We think that the emerging “publish then filter” media model made possible by digital social networks can revolutionize the way we identify, refine, and share worthwhile curricular practices. We believe that such an approach can accommodate learning needs in a world where the feasibility and usefulness of learning a core body of content is decreasing.

Future blogposts on this topic will explore why disseminated instructional routines (DIR’s), curricula produced and broadly disseminated by initiatives such as the US Department of Education’s What Works Clearinghouse, will fail to impact education generally or achievement more narrowly, for many of the same reasons that Henry Jenkins argues that corporate attempts to create viral media messages fail as well. We will also introduce and explore the notion of spreadable educational practices (SEP) to consider methods of leveraging the affordances of participatory media to work toward a vision of a participatory classroom structured around a participatory assessment model.

You guys, I think this is gonna be huge. The implications for educators and researchers are enormous, and the implications for media scholars interested in education are equally big. I’m pretty lucky to have the chance to join in on it. In case it wasn’t yet clear, I’m snoopy dancing all over the place over here.

Dissent within the United Republic of Facebook

According to recent measurements, Facebook now has more than 175 million members and is growing by an average of 600,000 new members per day. As marketing analyst Justin Smith points out, “if Facebook were a country, it would now be the 6th most populous in the world.”

Now that we’re country-sized, we should really think about getting a flag and an anthem. And we should seriously consider regulating the recent trend of Facebook members posting self-absorbed notes describing in excruciating detail some of the most boring things imaginable about themselves and then&#8212and this is the part that kills me&#8212tagging other Facebook friends so they’ll read the whole gorram thing. I’m talking to you, 25 Things About Me. To you, My Top 5 Facebook Activities. You, The Soundtrack of My Life.

I suppose it’s only natural that a social media application whose users are largely young (66% are under 35) and largely middle- and upper-class would find a way to use the application’s resources as a platform for talking about themselves as an end goal, not as a means for building and maintaining relationships across time and distance. Is it natural, though? Or is Facebook designed for exactly this purpose, under the guise of social networking?

Carmen Joy King argues that Facebook is actually designed to highlight and enhance self-absorption; she quit Facebook abruptly when, in a search for new quotes for her profile page, she came upon this from Aristotle:”We are what we repeatedly do.” This sent her into self-reflection mode, as she explains:

I became despondent. What, then, was I? If my time was spent changing my profile picture on Facebook, thinking of a clever status update for Facebook, checking my profile again to see if anyone had commented on my page, Is this what I am? A person who re-visits her own thoughts and images for hours each day? And so what do I amount to? An egotist? A voyeur?

Fair enough. Looked at another way, though, all this focus on self-presentation isn’t significantly different from the kinds of identity work young people have always done, with all resources at their disposal. It’s just that no previous generation was able to do it quite so publicly, or with a resource so explicitly designed for statements about identity as, for example, the status message: “Jenna is _______.”

Developmental pyschologist Erik Erikson, taking up the issue of identity formation, argued that identity is “a unity of personal and cultural identity.” For him, identify formation requires active management and reorganization of ideological commitments, identifications, and affiliations. Often, for adolescents and young adults especially, this happens stormily, with rapid reshufflings of value systems before the identity work evens out and “sense of self” becomes increasingly coherent. (Remember those three days you spent as a Communist when you were a college freshman, followed by a week of anarchism and a day or two of religious fanaticism?) Facebook and similar social networking sites have the potential to kind of blow apart this trajectory, especially if current trends continue&#8212Facebook use is increasing most rapidly among women over 55.

I don’t really want to regulate Facebook, of course; I’m kind of a closet libertarian at heart. Besides, a valuable feature of Facebook’s design is that I don’t have to participate in other people’s self-making if I don’t want to. Though my Facebook friends can tag me all they want, I don’t have to read what they write. And I haven’t, for the most part.

In other news, I’ve learned how to use Facebook as a platform for directing traffic to my blog. As of the end of last week, more of my readers have been referred to sleeping alone via Facebook than via any other single referral source. I’m excited that I’ve found such an effective way to leverage Facebook for this purpose.

If you’re reading this, you’re my public


I’m obsessed with my new blog. I spend hours devising tactics for directing traffic to it, then I pore over the results over at Google Analytics, where, for example, I can learn that on the first day in the existence of sleeping alone and starting out early, my site had 16 unique visitors and a total of 33 visits (I assume that the 17 extra visits all came from me). I’m aiming upward, upward, upward, and directing my energies toward herding the cats my way.

Why do I care? I mean, other than for the obvious reason that if I’ve spent all this time carefully and lovingly crafting a blogpost I want people to read it? The short answer is that social media makes us consider, and target, our intended audience in more complex ways.

New media guru Howard Rheingold has written about the participatory potential of blogging, explaining that “[b]ecause the public sphere depends on free communication and discussion of ideas, it changes when it scales—as soon as your political entity grows larger than the number of citizens you can fit into a modest town hall, this vital marketplace for political ideas can be influenced by changes in communications technology.”

As bloggers are well aware, the potential is enormous for scaled-up communication via digital technology–but in a real sense, the true potential is never fully realized. It can’t be: Among the constraints and affordances of new media technology is the fact that it enables nearly anyone to become a mediamaker. Cutting through the noise, reaching all members of one’s potential public, is possible in theory but futile in practice. We don’t any of us live anymore in a world where we can expect the person living, working, or studying next to us to have read the same news stories as we have, even though we all have increased access to the news.

That doesn’t mean we can’t try; and, in fact, Rheingold and others point to the “generative” power of public voice in a new media context. He writes:

In one sense, public voice can be characterized not just as active, but as generative—a public is brought into being in a sense by the act of addressing some text in some medium to it. Michael Warner has argued that any particular public (as distinguished from “the public”) comes into being only when it is addressed by a media text, rather than existing a priori—“it exists by virtue of being addressed.” By writing a blog post about an issue, a blogger brings together people whose only common interest is the issue addressed, bringing about “a relation among strangers” that would probably not otherwise exist. Creating a wiki about a local issue has the potential to precipitate a public that can inform itself, stage debates, even organize collective action.

So far on this blog, I’ve published a poem, written about boobies, spoken to my hope for the future of academia, and, now, pleaded for readers. I’m not yet sure who my public is; not yet sure what type of action I’m interested in engaging my public in, other than alerting them to my take on some things that have attracted my attention.

I wonder if I’ll experience this blogging thing like I experienced teaching when I was new to the profession. Often, especially in my first few semesters, I would bluster into the classroom with some vague idea of what I wanted to do, what I wanted to teach; it was only after the class was over that I was able to work out what I was doing and how well I’d done it. I’d go back in the next day armed with just that tiny bit of extra awareness and confidence, which led to increased awareness and confidence, and so on.

For now, I’ll just settle for readers. Please read my blog. You can also comment on it if you like.