Digital Literacy

Being There

Invasion

Photo credit: Invasion by Henryleelucas

Dave White's recent post, Not 'Natives' or 'Immigrants' but 'Visitors' & 'Resident' slipped by largely without comment, which is a huge shame. It's a must-read post because it does what a lot of people have been trying to do and not managing that well – move us beyond Prensky's seminal dichotomy of Digital Natives and Digital Immigrants.  Prensky's metaphors powerfully explain differences in approach and experience between users who have grown up with technologies (the natives) and older users who find difficulty in accessing new technological cultures and practices (the immigrants) as not just a cultural but a neurobiological one. Prensky's arguments are easy to knock down, particularly if you happen to subscribe to a more fluid account of development. What they haven't been however is easy to replace or move forward from. Dave's work probably succeeds in taking the argument forward precisely because it's user-centric, looking at how users engage with technologies. His research points up the importance of 'being there'; the distinction between users who inhabit a space or place online, and users who don't view themselves as having any kind of non-functional engagement with online environments and tools. Dave calls these visitors and residents (as you may have gathered from his academically typical unwieldy title), and if you haven't gone blind already head over to his post to see the initial sketching out of these roles. These are far more granular distinctions, robust enough to cut across socio-cultural differences, and agile enough to encompass a wide range of behaviors and belonging. my initial thoughts on seeing the post still stand:

"I think this is a big improvement on the native and immigrant
dichotomy, I really look forward to seeing how it moves forward.  It
seems very possible to be a resident on a specific social networking
service or site, but a visitor to other services and in all aspects of
web engagement. I think 'being there' is a useful concept to explore,
& possibly some strait forward measures of engagement. I also think
that peoples conceptions of privacy & being online are worthwhile
exploring in terms of their immersion levels. The Pew data from the end
of last year suggested that the majority (60%) of internet users aren't
worried about how much information is available about them online – I'm
suspicious that if true, this is because the people who are worried
stay off line/confine themselves to visitor-type behaviour."

UPDATE: Dave's video presentation on visitors & residents

Young People and Social Networking Services

Screenshot177

I’m delighted to announce that the Young People and Social Networking Services report that I have been working on for Childnet International, with the generous support of Becta, is now available from Childnet’s digital literacy and citizenship site, Digizen.

It’s a pretty comprehensive report, with the whole shebang available for download under a Creative Commons License on site, or from here:

Download fullReport.pdf

and weighing in at 37 pages. The online version breaks the sections up for your viewing pleasure – so you can just dip in to the sections which are of interest or use to you. The report was written from a UK schools and Further Education perspective, although much of the information will be useful to people working outside of these two contexts.

It isn’t a completely introductory level document, but should be useful and informative for people who have a responsibility care towards children and young people – including governors, principals and senior management teams, Safeguarding boards and local authorities – people who are making decisions concerning  educational provision and resourcing.  It will also be very handy for anyone working within the sector and wanting to use internet based services with young people.

What’s in the pack?

What are Social Networking Services? looks at where we are in terms of definitions, and  splits services up into six main categories: Profile-based services (eg Bebo, Facebook, MySpace); Content-focused services (eg Flickr, YouTube); White-label networks (although I could have written a book about these); Multi-User Virtual Environments (although some of these aren’t necessarily social networks – particularly those designed for younger children); Mobile services; and Microblogging/Presence update services (Social Search engines & Lifestream aps also get a mention as adjunct services). The version that’s on the site is the short one. you can download the 9 page PDF on site or from here:

Download social-networking-overview.pdf

Evaluating Social Networking Services comes in two parts: an evaluation chart which has an online version and an easier-for-me-to-read downloadable version:

Download Sns.pdf

That’s designed to be printed off big (well, A3). The services which were kind enough to take part are used as examples to help people make their own evaluations of services. Big thanks to everyone at Bebo, Facebook, Yahoo!, MySpace, Ning, Taking It Global and Google who pitched in and gave permissions. There is also a checklist guide that accompanies the chart, designed to walk you through what to look out for when evaluating services for use with young people. This covers a lot of things, including profile privacy, moderation, customisation, security and access issues, data management tools, and interoperability.

Benefits & Opportunities is a section looking at the potential positives for young people  and organisations of using social networking services.

Barriers & Risks looks some of the issues preventing educators from exploring social networking services and some of the e-safety issues involved.

The Ideas and Examples returns to the different kinds of social networking services outlined in the first section and looks at what educators in the UK and around the world are doing. I’d like to continue to develop and expand this section so all  suggestions are welcome – and of course you can always enter your fantastic project for this years International Edublog Awards šŸ™‚

So that’s it! Except to again thank the fantastic advisory board who worked on the project, keeping an eye on how the research was developing and what the final report looked like.

   

 

Signal vs Noise

Screenshot091

Picture taken from Thomas Vander Wal’s presentation, Granular Social Networks.

Thomas Vander Wal recently posted a great short presentation, Granular Social Networks. In it he tracks the complexity of relationships within and across networks, making interesting and important points about the overlapping of interests and following behaviours between connections. The only thing that I’d be keen to stress a little more would be the relatively haphazard relationship most followers necessarily have within social networking service relationships. While most of us have very few connections that we engage with across the entire range of their interests, activity and expertise (stalkers, the love lorn and private detectives aside). Similarly, even amongst those connections that we have an identifiable interest in – for example, I’m interested in your music consumption and recommendations – it’s not usual to keep track of every single recommendation or playlist. There are just too many other things going on. So to a certain extent I don’t believe that greater control – i.e. finer granularity within network channels – is the answer ( & you can check out my post on in service granularity here for further elaboration). While intellegent and sensitive service design, along with user digital literacy are important, a philosophical acceptance of serendipity and a kindly understanding of the human limitations for data absorption are also useful.  In the words of a Jaiku conversation I had with Terry Madley earlier today: "or maybe, only learn not to mind so much about the inevitable
periods of disconnection. It’s kind of good to not think about the
info streams as if they were linear, let alone might constitute any
kind of linear narrative. Maybe this is one of the reasons why
lifestreaming is popular – the illusion that if you could somehow
keep track of everything, there’d be a coherent story at the end of
the rss rainbow."

The other issue that Thomas touches on is another of my current bug bears – signal v noise. I wanted to post here primarily to put on the (blog) record that both signal and noise are entirely subjective concepts. They aren’t even stable.  What’s noise to me on Tuesday morning might be be signal from heaven on Wednesday evening – when I might desperately be in need of an inspirational line of poetry, or the reassurance that all is well in someone’s household, or a link to a resource or an idea that helps me think through a presentation I’m writing. The signal vs noise distinction often implies a judgement call. The reference Thomas makes is entirely free from this implication -in fact his presentation couches the distinction as personal definitions. I’m just keen to draw attention to the fact that what is signal and what is noise doesn’t consist of objective content that we can necessarily pre-determine.

Facebook: Neo-con social experiment?

 

The Guardian ran Tom Hodgkinson blistering critique of Facebook a couple of days ago. While I'm not in the business of defending any particular social networking site ā€“ Iā€™m a platform neutral kind of gal – I do however see the value in social networking sites and I am interested in exploring their potential for social participation and for formal and informal education.

Iā€™m going to ignore my lack of surprise that old media fosters and promotes attacks on new media, since what Iā€™m interested in here isnā€™t the ongoing bun fight between sections of both, but in addressing some of the digital literacy and social participation issues that Hodgkinson's rant raises.

Some of the arguments are Facebook specific, many spill over to address social networking services and those who use them in general. Since the figures are pretty staggering – and aren't showing signs of slowing down, it may be more useful to look at how we can move the arguments and services forward rather than just advising people to opt out, or even worse, start banning stuff.

1. Facebook as a neo-con libertarian social experiment.

One of the main arguments is about association: because Facebook is bankrolled and
directed by the Machiavellian neo-con Pay-Pal guy Peter Thiel, and
others who can be regarded as ideologically dubious, Facebook membership supports a particular ideology and puts money in to the pocket of those who believe in it. Ownership and profit is a dilemma that most people have to face daily and isn't unfortunately restricted to a single social networking site. If I watch the Simpsons (which I do), however hilariously subversive it might be, I've got to accept I'm supporting the Fox Network and helping the people who make money out of the network make some more money.

Technology is not neutral. Services and products rarely get to be  big
simply because they are really loveable/offer the best tool set. Tech development is funded for political/ideological ends and motives.
Tech is generally designed to serve some non-neutral purpose. Technologies have social and political impacts. And in general, people
who are funding stuff are not doing it just for a love of humanity. This doesn't mean that tech can't be used in subversive or in positive ways, just that non of us are operating in an ideologically vacuum. 

 

2. Technology alienates rather than connects.

Hodgekinson argues that Social Networking Services provide the spectacle of community, connection and collaboration whilst actually robbing humans of meaningful, real interactions. Personally, Iā€™ve lost count of the number of people I know who have fallen in love on line, many of whom have gone on to have relationships where they do meet up and get married. Is their online interaction with each other somehow fake? No, of course it isnā€™t. Hooking up with and getting to know someone online isnā€™t a shoddy substitute for picking someone up in a bar on a Friday night. Itā€™s just a different type of interaction. Relying on some notion of the real that involves only three dimensional interaction not only dismisses the history and role of information communication technologies (do love letters not count? Does finding out about a war not really mean anything if itā€™s from the television?), it ignores the fact that the internet and being online isnā€™t a separate space from 'real world interactions' ā€“ its just a different one. My son often meets up with his friends in virtual worlds and on gaming sites. Not only is he continuing and developing his existing friendships, heā€™s using and developing his social and literacy skills. Maybe not in ways that Hodgkinson appreciates, but certainly in ways which will help him get a job and manage the disparate groups that are typical of friend and family networks within industrial societies.

A part of this argument includes Hodgekinsonā€™s problem with people constructing overly flattering artificial representations of themselves. Again, he hasnā€™t looked at as many profiles as I have because a lot of them could do with advice in how not to represent yourself to the world. Presenting a more flattering picture of yourself to people you haven't previously met doesn't make you a liar, it makes you normal.

3. Friendship is a universal, unwavering category

Hodgekinson seems to only have one definition for the word friend. ā€˜(insert social networking service) friendsā€™ ā€“ are not necessarily your real friends (unless thatā€™s how you work your connections). They are more often than not a badly thought out disparate set of connections, made up of people you really do know and like, people you went to work or were in formal education with, family members and complete strangers. 

4. Facebook as an all encompassing data-leech monster

Actually this would make a great horror movie. Not about Facebook of course – any of the named services would sue. But just some generic social networking site. If any South Korean film producers are reading this ā€“ Iā€™m up for scripting. We could launch a brand off the back of it – it would be like Death Cigarettes all over again. Hodgekinson's line
ā€œThe US defense department and the CIA love technology because it makes spying easierā€ is going in there. 

People should, of course, think about what data they submit to services. Read the privacy policy and the User Service Agreement. You donā€™t have to be a passive consumer of services. If your data is going to be sold – and most services make money through selling or renting data and/or through advertising – don't fill in data you mind being sold on to someone. If you really object to the terms and conditions, look for another service, or join the service and launch a protest.

5. ā€œFacebook is profoundly uncreativeā€

Social Networking Services and social media tools provide platforms across which users create and deploy their own selection of content. Hodgekinson argues that they aren't providing services of any real value, since users are the ones doing all the hard work. You may as well argue that swimming baths and playgrounds shouldnā€™t be funded. Does the whole web 2.0 revolution boil down to virtual republics of idiots who donate their labour and data not only for free but in order to be exploited? My guess is that people are pretty much the same offline as they are online, in terms of their interests, intelligence levels and willingness to be exploited. There's no doubt that the internet can be used to support creativity, play, communication, and community building, and offers unprecedented opportunities for social participation and collaboration. Throwing your hands up in horror and going off to plant seeds in your back yard is one way of responding to services and practices you don't like. Or you could actually try doing something about them.

Endings 2007

Utrecht

Well, that was 2007.

I’ve been very busy, mainly working on resources for schools and colleges around using Social Networking Services (to be released soon) and traveling around the UK talking about cyberbullying and the guidence I helped produce for the UK government with school teachers, parents, leaders, local authorities, the police and social services – what it is, how we can prevent it and how to deal with it effectively when cases occur. I just wanted to post a catch up note commenting on a few end of year events.

We held the 4th International Edublog Awards slightly early this year – the most ambitious event to date. I’m really happy to say that the amazing international team – social website and community expert James Farmer (Australia ā€“ & the legend who who set up and ran the
first awards, and rejoined us this year) webcasting pioneer and audio supremo Jeff LeBow (US), EdTech luminary Dave
Cormier
(Canada) and Second Life guru Jo Kay (Australia) – carried it off with aplomb. Huge huge thanks to them and to everyone else who pitched in.

& if you haven’t already – check out Cormier’s annual top ten EdTech stories of 2007.

What else? The last time I posted was just after the Eduspaces disconnection notice. I’m happy to report that after a flurry of dismayed activity, some kind of agreement was reached with TakingITGlobal.org who have now stepped in to begin the process of (hopefully) fixing the technical issues brought about by the shutdown activities and continuing the community with greater involvement of the members. The threatened closure raised a lot of issues for educators around community development, risk management, data protection and the use of third party web 2.0 services in education.

I also got asked to talk about Social Networking Services at the Bazaar
European Conference on the 14 December 2007 in Utrecht, the Netherlands, and I was delighted to be able to hang out and talk shop into the wee hours with such smart and passionate company – including Helen Keegan, Steve Wheeler, and Bazaar supremo Graham Attwell.   

Speakers were asked to encompass the conference themes in their topics: data security, privacy and sustainability; social software,
tools and content creation; Open Educational Resources (OERs) and the
culture of sharing; Interoperability, metadata and OERs; Personal
Learning Environments, ePortfolios and informal learning. For me, one of the huge things to come out was the lack of up-to-speed digital media literacy resources across the UK and Europe, for adults, children, young people and educators (particularly around data protection and management). I’m a huge fan of Henry Jenkins US based New Media Literacies project, and I’d like to see more action from both the UK’s Media Literacy Taskforce, Becta, and Ofcom this year.