According to 13 year old Logan Laplante during his Ted Talk in 2013, the question “What do you want to be when you grow up,” continues to be one that adults ask kids...a lot. Yet, the traditional responses adults expect are seldom what is heard from kids. The responses are often abstract, creative, and innovative because children respond based on what they know and are interested in. In fact, Jenkins (2006) shares stories of a number of youth who have made significant, innovative contributions to various communities through digital technologies and social networking.
Laplante (2013) explores the idea of “hackers” who in essence are inquisitive thinkers. They are “...people who challenge and change the system to make them work differently, to make them work better” (Laplante, 2013). Students who are given the opportunity to be “hackers” and explore their passions and interests, will have an increased motivation to collaborate and contribute to their community.
One aspect of digital technologies which facilitates the creativity of young people is social networking. Participatory culture is one in which individuals, including children and youth, have the opportunity to make meaningful contributions to various online communities. The reason that a participatory culture is so intriguing for students is that it is flexible; you do not have to contribute to be a member but can contribute when ready. It is also an accessible, supportive environment that offers mentorship, value and social connection to its members (Jenkins, 2006).
In my previous blog post, I was concerned about covering curriculum. I am beginning to see that through hands on, meaningful tasks explored by students, essential outcomes can still be achieved. This format may work in a small group or home school setting, but will it work in a larger classroom with 30 students? How can a teacher have all of their students working on different projects at one time? Jardine (1999 - 2014) explains that an inquiry-based topic is one that can be explored by the diverse range of students in the classroom and choosing the right topic will lend itself to differentiation. I still struggle with this idea in that a topic on ice hockey, for example, may be of interest to some, but not others. As well, how do educators foster a participatory culture where students are encouraged to “hack” into their interests? What digital technologies should a teacher begin with and do they need to be an expert in all technologies to effectively implement a participatory culture?
When my kids grow up, I hope they continue to be “hackers”.
References
Jardine, D. (1999-2011). On the nature of inquiry: Choosing a topic. Retrieved from http://www.galileo.org/tips/inquiry_topic.html
Jenkins, H. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. An Occasional Paper on Digital Media and Learning. John D. And Catherine T. Macarthur Foundation.
Laplante, L (2013, February 12). Hackschooling makes me happy. Retrieved from https://www.youtube.com/watch?v=h11u3vtcpaY
Laplante, L (2013, February 12). Hackschooling makes me happy. Retrieved from https://www.youtube.com/watch?v=h11u3vtcpaY
Thank you for your thoughts this week, Lindsay.
ReplyDeleteLogan Laplante was inspiring to watch and learn from. I'd love for my own kids to continue to be happy "hackers" as well.
You asked about how educators foster a participatory culture where students are encouraged to “hack” into their interests when the interests of the classroom are so varied? I wonder if this is precisely the place where a more global, digital participatory culture fits into a classroom? Perhaps only one child within the walls of the classroom is interested in ice hockey. The digital literacies of today opens doors for that particular student to engage in meaningful dialogue or a project of some kind with somebody else that does share this interest. I also wonder how one can manage to balance all of the varied interests.
You raised valid questions about what inquiry and participatory culture might look like within a classroom, which lead me to a question of my own. When teachers are not experts in technology but want to develop the digital literacies of their students by creating a participatory culture, how can they be supported?
Cheryl
Lindsay,
ReplyDeleteThanks for sharing these reflections! I really appreciated your emphasis on the point about social media that you “do not have to contribute to be a member but can contribute when ready” - I think this is key for many people, youth and adults alike. The value of “participatory culture is therefore not limited to measurable participation - people can participate simply by observing, reading, and viewing. I think that this reflects Belshaw’s comment that through New Literacy Studies, literacy has become “something that resulted from thought and an evolving understanding of the world”, and approached “from a sociocultural point of view”. (Belshaw, 2011, p. 149).
I think your question about how to address a classroom of varying interests is very valid, and it’s something I’ve struggled with also. My only solution has been to create assignments where the assessment is based on the inquiry, research, and presentation skills, rather than on content. I believe that we’re moving to an educational structure where fact-based content is less valuable that the ability to access information when it’s needed, and that seems to be the more applicable teaching focus when faced with a challenge like Laplante’s.
Laura Christensen
Belshaw, D. (2011). What is 'digital literacy'? A pragmatic investigation. Retrieved from http://neverendingthesis.com/index.php?title=Main_Page
Laplante, L (2013, February 12). Hackschooling makes me happy. Retrieved from https://www.youtube.com/watch?v=h11u3vtcpaY