Adolescents and Web 2.0 interactions- Journal article by Debbie.

In the article ‘Youth and their virtual networked words: Research findings and implications for school libraries’, Dr Ross Todd posits that the differences between adults and adolescents internet use is not as different as previously thought and that the gap between the Google Generation and older users is closing.  One of the differences that still remains is the engagement and participation in social networking sites.

This blog entry will specifically focus on adolescent participation in social networking sites (SNS) and other Web 2.0 technologies and the challenges and opportunities these provide for teacher librarians.

Firstly, it is important to define Web 2.0. It is the second generation of web-based environments which seek to facilitate communication, community, collaboration and creativity between users (Todd, p24). Other words that can be used to describe it include: ‘participatory’, ‘interactive’ and ‘read and write’. In other words, Web 2.0 allows users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community (Wikipedia, nd.). (I have used Wikipedia intentionally to garner this definition as it is the most basic use of a Web 2.0 tool.)

Understanding young people’s participation in Web 2.0 and social networking includes analysing the relationships they build, their interactions and exchanges and the dominant trends in the use of these networks. There is also much to be learnt from analysing the group dynamics of these adolescents (Todd, p26). These social networking sites are so much more than how we see Facebook on the surface: as a way of connecting with old friends, and staying in touch with our friends we don’t see enough of!

Teenagers use the internet as a nucleus for social interaction, a place where they can interact with others, and as a place to create and share original works. Todd reports that teenagers visit social networking sites frequently, not just daily, but several times daily. Their engagement is not passive rather it is ‘participatory’ (2008, p 27). Increasingly, they are blogging, creating, remixing, collaborating, and uploading photos, videos, and other content. The key for educators is to engage in these practices to ensure their students are doing this ethically and with meaning: but more on this later.

Behaviours of Teens in SNS

Todd identifies two significant groups that use social networking sites.  Firstly, super communicators who are primarily older girls who use them for maintaining social contact, managing friendships, and making plans with friends. The other group are non-conformists. These are the adventurous pacesetters that are on the cutting edge of social networking and are the most frequent users of social network sites. They are also taking the lead in creating, producing and manipulating online content (Todd, p28). These are the students that educators, including librarians, have the most to learn from as they challenge us to be more creative in our use of technology, push the creative boundaries and think outside the box.

Students participate in Web 2.0 they are forming their identities. Students have the opportunity to represent themselves and identify with their peers. They are able to use social networking to work out their personal beliefs, challenge cultural assumptions and navigate complex relationships (Todd, 2008).  Livingstone and Brake agree when they suggest that what ‘drives online communication, is young people’s strong desire to connect with peers anywhere, anytime — to stay in touch, express themselves and share experiences.’ Basically, adolescents are constructing a representation of themselves for their peers to see.

Even adults may have difficulties in managing their online identity so it is little wonder that adolescents sometimes find themselves in trouble in social networking situations. Todd explains that school leaders and parents have strong expectations about the positive roles that social networking could play in students’ lives. Whilst some educators lag in their delivery of education about Web 2.0 behaviour students themselves are setting the norms for how to share information (Levinson, p41). There are ample programs available for schools to engage with in digital citizenship education. Schools and in particular librarians need to be aware of educational opportunities in teaching ethical and appropriate behaviours online (Weaver, 2010).

Challenges for educators and Teacher Librarians

Although adolescents want to experience varied technologies in their education, schools still use traditional methods of delivery, rather than venturing into new media literacies. This could be due to lack of instructor knowledge, combined with a lack of research based best practices (Greenhow, Robelia and Hughes, 2009). This lack of knowledge prevents educators taking the plunge and experimenting within their classes. As well, school officials are not yet convinced of their value as a useful educational tool or communications tool, and more so than parents, remain highly sceptical at this point (Todd, p29).

Interestingly, Greenhow, et al report that 60% of students surveyed reported that they use social network sites to talk about their education topics. As a teacher, I have observed students discussing the information they had found out on Facebook and Skype about due dates and other details of assignments. Seemingly, adolescents do use these technologies to contribute to their academic outcomes.

Opportunities for Teacher Librarians

Teacher Librarians have a golden opportunity to lead the way in Web 2.0 (Todd, p31). We can set up wikis, blogs and chat rooms for collaborative learning. We can engage the non-conformists who have skills in this media and at the same time help them improve their academic results. At the same time we can learn from them. It can be a win-win situation. We must learn how to accommodate these adolescents in their learning, rather than resist the force that is Web 2.0.

Any mention of Web 2.0 and educators usually think Facebook, yet there are many other tools that are useful in education.  In fact, there are many more technologies that can be incorporated into teaching and learning.  Teacher and librarians can actively contribute to the content explosion on the web. Todd suggests that one such way of participating in Web 2.0  is through the use of social bookmarking technology. One example is Delicious.com. This can be an easy, non-invasive method of interacting with students in a Web 2.0 environment that supports learning.  The concept of social bookmarking involves building a list of bookmarked resources that could be shared with students. Sharing of online sources can build a community with students who are looking for interaction and participation. It can also facilitate authentic and collaborative learning through a networked world.  Delicious.com begins to build an online identity for the users that can be broadened as educators feel more competent with Web 2.0 technologies.  I have used this technology with senior students and it has proven a great success in document sharing in class, as well as teaching study practices for students preparing for tertiary study.

A YouTube tutorial about how Delicious.com works

There are countless other opportunities for Web 2.0 participation. These will be further explored in my blog entry about innovative pedagogies.

Prensky, the well-known educator acknowledged for his analogy about digital natives and digital immigrants, claims that the education students get after hours is what is preparing our kids for the their 21^st century lives. We owe it to these adolescents to participate in the Web 2.0 world to educate them in school hours so to guide them in being successful in the 21^st century.  Likewise, Greenhow et al. believe that taking these opportunities might promote richer opportunities to make learning more personally meaningful, collaborative and socially relevant (2009, p249).

                                                         

So whilst Web 2.0 technologies present both opportunities and challenges they are a part of life and they are here to stay. As educators we need to stay relevant to the 21^st century by keeping up with the rapid changes in technology and new media. We can either put their heads in the sand when it comes to Web 2.0, or we can teach our students to see.

References:

Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, Teaching and Scholarship in a Digital Age. Educational Researcher, 38, 246. Retrieved from http://edr.sagepub.com/content/38/4/246

Levinson, M. (2010).  From Fear to Facebook: One School’s Journey. International Society for Technology in Education: USA

Livingstone, S. and Brake, D. R. (2010), On the Rapid Rise of Social Networking Sites: New Findings and Policy Implications. Children & Society, 24: 75–83. doi: 10.1111/j.1099-0860.2009.00243.x Retrieved from: http://onlinelibrary.wiley.com.ezp01.library.qut.edu.au/doi/10.1111/j.1099-0860.2009.00243.x/pdf

Prensky, M. (2008). Turning on the Lights. Educational Leadership 65(6). March , 40-45. Retrieved fromhttp://www.ascd.org/publications/educational-leadership/mar08/vol65/num06/Turning-On-the-Lights.aspx

Todd, R. J. (2008). Youth and their virtual networked words: Research findings and implications for school libraries. School Libraries Worldwide, 14(2), 19-19-34. Retrieved from http://search.proquest.com/docview/217760974?accountid=13380

Weaver, Anne. Facebook and Other Pandora's Boxes [online]. Access, Vol. 24, No. 4, Dec 2010: 24-32. Retrieved from: http://search.informit.com.au/documentSummary;dn=519544119206411;res=IELHSS


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