Task:
2B: Write a reflective statement on your development as a social networker as a result of studying INF506, and the implications for your development as an information professional.
2B: Write a reflective statement on your development as a social networker as a result of studying INF506, and the implications for your development as an information professional.
I enrolled in INF506 because I enjoy social networking. It has been a big part of my social life for a number of years since I moved to China. At the time, I believed that I was quite experienced with social media, so I was skeptical about what would be learned. In November, 2011, I participated in the Library 2.011 Worldwide Virtual Conference, and it was because of this conference that I truly began to appreciate the value of social networking for lifelong learning. I re-immersed myself in social media, but this time wearing additional hats. I was already online as myself for social reasons, but I now had a presence as a teacher, librarian, student, and traveler. At the Learning 2.011 conference I learned that there is great value to being yourself both in real and virtual worlds (Stephens, 2011).
This experience, combined with initial INF506 discussions, has persuaded me to become vigilant about using social media responsibly, particularly as a representative of the information industry. I have encountered an overwhelming amount of learning opportunities. In efforts to stay productively connected, but maintain balance (Utecht, 2008) in my life, I follow in the experience of Novak (2011), knowing that not every single Tweet or post must be read, but that I can pick and choose my experiences.
Participating in INF506 has also helped me to better understand the theories and purposes (and power) of social media. As I stated in my first blog post, I “worked with students on blogs since about 2005 when I started using blogmeister.com with third graders” (Taylor-Weber, 2011, November 23). However, I didn’t have a full understanding of the theory behind the technology. “Using technology without purpose is like painting a wall without actually choosing the colour you are going to use. Your wall may have a shiny new finish, but it might not work effectively with anything else in your house” (Keenan, 2011). I have now experienced the power of social learning, and that sharing and contributing productively is one of the essential skills for 21st-century learners (American Association of School Librarians, 2007). Web 2.0 tools facilitate this shifting of instructional practices by providing the technology necessary to implement the 4C’s of communication, collaboration, critical thinking, and creativity (Wagner, 2011).
The creation of my social media project was a valuable learning experience. While I have worked with a variety of social media tools before, this experience gave me a chance to examine their functions, and how technology brings people together. For example, some tools allow users to share their creations and/or ideas and solicit feedback (e.g. bookmark, image, and video sharing sites, or blogs). Some allow users to connect to each other and form a community around a common interest (e.g. social networks). Others allow content to be collaboratively created (e.g. Google Docs, wikis). Different tools have different social purposes (Uden & Eardley, 2010, pp. 578-580), and are changing rapidly, so whatever the educational needs are, there is likely to be a solution. However, we may be approaching a point where it is common to explore new media without knowing exactly what the educational purpose is. Some project designs focus on this explorational process (Wysocki, 2009), and allow for the flexibility that is often needed in technological environments.
Creating my PLN, however, has had the greatest impact on my social networking skills as an information professional. By connecting to other professionals in and around the information industry, I have discovered a world of expertise. Learning has never been more inspiring. In my first blog post, I indicated what I expected to learn in this subject: “I’m amazed at all the learning potential that can come from social networks and other free educational sources, and I would love to become a leader to help guide others down their personal learning paths” (Taylor-Weber, 2011, November 23). I have come to realize that as TLs, guiding others down their personal learning paths is exactly what we, or all teachers should be doing. This is how teaching should be. Supporting others by helping them pursue their questions and connect to like-minded communities, helping them to get their content from the best sources though experts in the field (Kamenetz, 2010)—this can inspire lifelong learning passions. Such learning experiences are extremely rewarding, and is exactly what all learners should be given the opportunity to have.
References
Back to 2A: Evaluative Statement
This experience, combined with initial INF506 discussions, has persuaded me to become vigilant about using social media responsibly, particularly as a representative of the information industry. I have encountered an overwhelming amount of learning opportunities. In efforts to stay productively connected, but maintain balance (Utecht, 2008) in my life, I follow in the experience of Novak (2011), knowing that not every single Tweet or post must be read, but that I can pick and choose my experiences.
Participating in INF506 has also helped me to better understand the theories and purposes (and power) of social media. As I stated in my first blog post, I “worked with students on blogs since about 2005 when I started using blogmeister.com with third graders” (Taylor-Weber, 2011, November 23). However, I didn’t have a full understanding of the theory behind the technology. “Using technology without purpose is like painting a wall without actually choosing the colour you are going to use. Your wall may have a shiny new finish, but it might not work effectively with anything else in your house” (Keenan, 2011). I have now experienced the power of social learning, and that sharing and contributing productively is one of the essential skills for 21st-century learners (American Association of School Librarians, 2007). Web 2.0 tools facilitate this shifting of instructional practices by providing the technology necessary to implement the 4C’s of communication, collaboration, critical thinking, and creativity (Wagner, 2011).
The creation of my social media project was a valuable learning experience. While I have worked with a variety of social media tools before, this experience gave me a chance to examine their functions, and how technology brings people together. For example, some tools allow users to share their creations and/or ideas and solicit feedback (e.g. bookmark, image, and video sharing sites, or blogs). Some allow users to connect to each other and form a community around a common interest (e.g. social networks). Others allow content to be collaboratively created (e.g. Google Docs, wikis). Different tools have different social purposes (Uden & Eardley, 2010, pp. 578-580), and are changing rapidly, so whatever the educational needs are, there is likely to be a solution. However, we may be approaching a point where it is common to explore new media without knowing exactly what the educational purpose is. Some project designs focus on this explorational process (Wysocki, 2009), and allow for the flexibility that is often needed in technological environments.
Creating my PLN, however, has had the greatest impact on my social networking skills as an information professional. By connecting to other professionals in and around the information industry, I have discovered a world of expertise. Learning has never been more inspiring. In my first blog post, I indicated what I expected to learn in this subject: “I’m amazed at all the learning potential that can come from social networks and other free educational sources, and I would love to become a leader to help guide others down their personal learning paths” (Taylor-Weber, 2011, November 23). I have come to realize that as TLs, guiding others down their personal learning paths is exactly what we, or all teachers should be doing. This is how teaching should be. Supporting others by helping them pursue their questions and connect to like-minded communities, helping them to get their content from the best sources though experts in the field (Kamenetz, 2010)—this can inspire lifelong learning passions. Such learning experiences are extremely rewarding, and is exactly what all learners should be given the opportunity to have.
References
Back to 2A: Evaluative Statement
