I hope this fits in 140 characters... microblogging and literacy

Jimmy Cassidy's response to the journal article Microblogging as a literacy practice for educational communities (Mills & Chandra, 2011).

Introduction

            Mills and Chandra (2011, p. 35) state creating “meaningful contexts for literacy practice” is a major reason why microblogging should be used in the classroom. Microblogging, as made famous by online sites such as Twitter, Myspace and Facebook, is a major part of adolescents’ lives. Alvermann (2008) argues the Internet is central to young people creating and producing texts, Therefore, digital literacy must be taught in classrooms. However, it is also important to use new technology such as microblogging as a tool to improve traditional literacy practices. Mills and Chandra (2011, p. 36) argue that digital print mediums are here to stay – therefore teachers need to be innovative in their practice to “reflect the way literacy is used in society”. 

Definitions

            Microblogging “allows users to share information in very brief texts” using online devices (Mills & Chandra, 2011, p.36). This allows for a continuous news feed that be commented on by followers. The benefits of this include constant feedback, reaching remote students and fostering deeper engagement through more frequent yet shorter published texts (Mills & Chandra, 2011). This is directly related to digital literacy, which is the ability to use digital software to communicate and network within a community (Nelson, Courier & Joseph, 2011). Consequently, it is the use of a digital medium such as microblogging that can provide an engaging way into teaching traditional and new literacies.

In the Classroom

            After reading countless articles about youth and the Internet, it is hard to fathom the fact that teaching digital literacy in classroom is still frowned upon. Curriculum design for literacy revolves around literature from the past, such as Shakespeare, yet neglects the texts being created by youth in the present for the future. Lotherington (2011) states current practice is “flat” (p.227) and that digital literacy pedagogy is dynamic and reflects the current nature of “multidimensional communication” (p. 228). Online publication of texts under 140 words can be read and commented on by a phenomenal amount of people. I believe this is a problem in schools that needs to be rectified. Strom, Strom, Wing and Beckert (2010, p.11) comment how “teenagers are puzzled” at the utter lack of Internet usage in the classroom for motivational purposes. Alvermann (2008, p. 14) states it is amazing how students embroiled in a digital world tolerate such a strict educational adherence to “linear texts devoid of hyperlinked multimodal contexts”. When looking at the fact that about 87% of teenagers go online daily, this is a pedagogical error of epic proportions (Strom et al, 2010).

Covering the Gap

Mills and Chandra (2011) attempt to cover this gap in print and digital media by providing guidance in using microblogging in the classroom. A major point Mills and Chandra (2011) states is that microblogging is not here to replace anything – it is to be used as a tool to facilitate learning and extend traditional literacy practices. When teaching, I always try to make my tasks integrated with the scheme of work and personalised to the student. Mills and Chandra (2011) state that microblogging sites can help create a meaningful context for literacy practice - this is essential for effective, current and reflective educational practice. 

Teacher Mike Ice helps a student with Twitter. Retrieved from http://www.edweek.org/ew/articles/2010/03/17/25twitter.h29.html Teacher Mike Ice helps a student with Twitter. Retrieved from http://www.edweek.org/ew/articles/2010/03/17/25twitter.h29.html

           Major obstacles to the use of microblogging in schools are the issues of privacy, security and content management. While blanket blocking of sites is the norm, some schools are challenging this idea. Education Week (2010, p. 10) describes how Jefferson County in the USA is changing policies on the Internet to allow teachers access to social networking sites to “enhance their lessons”. This allows for “better communication and improved instruction” (Education Week, 2010, p. 10). However, not all educational districts are willing to change their policies. Mills and Chandra (2011) offer an alternative to mainstream microblogging sites, and therefore to the problem of censorship – using EDMODO.

EDMODO

EDMODO is a “secure and free microblogging platform designed for use in educational contexts” (Mills and Chandra, 2011, p. 37). This counteracts any issues with security and allows teachers and students alike to participate, experiment and reflect in new literacy activities. The activity used was an evolving narrative, where students had several weeks to contribute – in 140 characters or less. This reminded me of a fun activity I did in school, where we passed around a piece of paper and everyone wrote a line to a class narrative. Using EDMODO, a traditional activity has been turned into a highly engaging, ongoing assignment that engages modern students. Combining it with a reflective blog task only strengthened the literacy credentials of the activity.

Findings

This is exemplified in the main findings of the Mills and Chandra (2011) study. Microblogging provides a sphere for constant feedback, as the process involves reading posts, synthesising ideas and responding accordingly. Consequently, this allows for output to be changed as input is received. The issue of power is also addressed, as a strict word limit allows equal distribution of input from the class as well as clarity and succinctness. An online community of learners is therefore created, as posts and feedback are encouraged to be helpful. Importantly, the students wanted to contribute and did so without any pressure from the teacher.

Role of the Teacher

Mills and Chandra (2011) state the role of the teacher must be to set up the online space for students. This must be in accordance with security, privacy and specific educational institution policies. Subsequently, the teacher can focus on specific techniques to help the learning process such as reflection, troubleshooting and summary activities – all of which utilise the benefits of the microblogging platform. By using these skills, students “relinquish fears” of producing imperfect texts and can engage in a literacy form that can be exceedingly helpful in and out of school contexts (Mills and Chandra, 2011, p. 43).

Conclusion

Microblogging can help create meaningful contexts that engage students in literacy activities. The Internet, in particular social networking sites, are increasingly taking up the time of teenagers. Instead of denying this, educators must embrace the platform and use the benefits to enhance activities for traditional and digital literacies. By using a few simple techniques and being open to innovative ideas, teachers can create informing and interesting classrooms that encourage participation and feedback. 

Jimmy Cassidy

Please check the readwritethink website for some helpful activities. Thanks Mills and Chandra (2011)

Reference List

Alvermann, D. (2008). Why bother theorizing adolescents’ online literacies for classroom practice and research?. Journal of Adolescent and Adult Literacy, 52(1), 8-19. doi:10.1598/JAAL.52.1.2

Education Week. (2010). Districts change policies, embrace twitter, youtube for educational purposes. Education Week, 29(25), 10.

Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246. doi: 10.1017/S0267190511000110

Mills, K., & Chandra, V. (2011). Microblogging as a literacy practice for educational communities. Journal of Adolescent and Adult Literacy, 55(1), 35-45. doi: 10.1598/JAAL.55.1.4

Nelson, K., Courier, M., & Joseph, G. (2011). Teaching tip: an investigation of digital literacy needs of students. Journal of Information Systems Education, 22(2), 95-109. Retrieved from http://search.proquest.com.ezp01.library.qut.edu.au/docview/892465034

Strom, P., Strom, R., Wing, C., & Beckert, T. (2010). Adolescent learning and the internet. The Education Digest, 75(6), 10-16. Retrieved from http://web.ebscohost.com.ezp01.library.qut.edu.au/ehost/