For users, Web2.0 was all about reorganizing web-based practices around Friends
typically labeled social networkING sites were never really about networking for most users. They were about socializing inside of pre-existing networks.
ACT ONE : NETWORK EFFECTS
Friendster was designed as to be an online dating site.
MySpace aimed to attract all of those being ejected from Friendster
Facebook had launched as a Harvard-only site before expanding to other elite institutions
And only in 2006, did they open to all.
in the 2006-2007 school year, a split amongst American teens occurred
college-bound kids from wealthier or upwardly mobile backgrounds flocked to Facebook
urban or less economically privileged backgrounds rejected the transition and opted to stay with MySpace
At this stage, over 35% of American adults have a profile on a social network site
the single most important factor in determining whether or not a person will adopt one of these sites is whether or not it is the place where their friends hangout.
do you know anything about the cluster dynamics of the users
all fine and well if everyone can get access to the same platform, but when that's not the case, new problems emerge.
ACT TWO : YOUTH VS. ADULTS
showcases the ways in which some tools are used differently by different groups.
For American teenagers, social network sites became a social hangout space, not unlike the malls
Adults, far more than teens, are using Facebook for its intended purpose as a social utility. For example, it is a tool for communicating with the past.
dynamic more visible than in the recent "25 Things" phenomena.
Adults are crafting them to show-off to people from the past and connect the dots between different audiences as a way of coping with the awkwardness of collapsed contexts.
Twitter is all the rage, but are kids using it? For the most part, no.
many are leveraging Twitter to be part of a broad dialogue
We design social media for an intended audience but aren't always prepared for network effects or the different use cases that emerge when people decide to repurpose their technology.
The key lesson from the rise of social media for you is that a great deal of software is best built as a coordinated dance between you and the users.
you are probably even aware of how inaccurate the public portrait of risk is
ACT THREE : RESHAPING PUBLICS
I want to discuss five properties of social media and three dynamics. These are the crux of what makes the phenomena we're seeing so different from unmediated phenomena.
1. Persistence.
The bits-wise nature of social media means that a great deal of content produced through social media is persistent by default.
You can copy and paste a conversation from one medium to another, adding to the persistent nature of it
2. Replicability.
much easier to alter what's been said than to confirm that it's an accurate portrayal of the original conversation.
3. Searchability.
Search changes the landscape, making information available at our fingertips
4. Scalability.
Conversations that were intended for just a friend or two might spiral out of control and scale to the entire school
5. (de)locatability.
This paradox means that we are simultaneously more and less connected to physical space.
Those five properties are intertwined, but their implications have to do with the ways in which they alter social dynamics.
1. Invisible Audiences.
lurkers who are present at the moment
visitors who access our content at a later date or in a different environment
having to present ourselves and communicate without fully understanding the potential or actual audience
2. Collapsed Contexts
Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
3. Blurring of Public and Private
As we are already starting to see, this creates all new questions about context and privacy, about our relationship to space and to the people around us.
One of the key challenges is learning how to adapt to an environment in which these properties and dynamics play a key role. This is a systems problem.
Important summary of how social media works for youth and adults, and how five properties and three dynamics have a systematic affect that we all must deal with.
Social networking and participatory library services - Judy O'Connell's great selection of social networking tools curated from blogs, tweets, videos etc etc. Wow!
"
Beyond Google -
AddThis
Posted by Mr. Byrne at 2:12 PM
Labels: Google, Internet search, teaching technology, Teaching With Technology, Technology Integration, web search, web search strategies
5 comments:
SIS Media Specialist said...
Geesh Richard, another great resource; like your posts are not enough. Many, many thanks. I have followed your blog for about a year and have learned SO MUCH. I understand you are from CT. Any chance we can get you to the joint annual CASL/CECA (Connecticut Association of School Librarians and Connecticut Educators Computer Association) conference next year?
October 24, 2009 10:35 PM
Mr. Byrne said...
Yes, I am originally from Connecticut. In fact, I went to CCSU for freshman year. I'd like to come to CASL/CECA. Can you send me an email? richardbyrne (at) freetech4teachers
Thanks.
October 25, 2009 6:47 AM
Linux and Friends said...
Thanks for the amazing document.
I am aware of a few of the resources listed in the document. However, many of the others are new to me. I will definitely check them out.
November 2, 2009 9:45 PM
dunnes said...
I visited and bookmarked four sites from this post! Thank you for the great resource. Students want to use Google rather than stick to the school library catalog, but they need more instruction on how to do this. I have seen too many children search with ineffective terms, and then waste time clicking on their random results.
November 8, 2009 12:38 PM
Lois said...
Beyond Google is a great resource. I wish I had your skills for taking what you learn and putting it together as you do. I love reading your daily blog.
November 15, 2009 10:04 AM
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Links to this post
Beyond Google: Improve Your Search Results
http://www.freetech4teachers.com/2009/10/beyond-google-improve-your-search.html While working with some of my colleagues in a workshop earlier this week, I was reminded that a lot of people aren't familiar with tools
The survey found that 62% of the respondents belong to a social network. Within the educator subgroups, 61% of teachers, 51% of the principals, and 71% of the librarians indicated they are members of a social network. Educators believe that social networks could provide significant value for education.
Customers like us frequently visit SEO social media sites. We register ourselves to interact with friends and make new friends simultaneously. With social media marketing, our website traffic incr...
The importance of advocacy is evident to us during a crisis. When our libraries are threatened or our staff faces cuts, then we leap into motion. But we should be mindful of advocacy every day. With social media tools, we can plan and effectively communicate our messages creatively and consistently throughout the year.
Before school begins this fall, take time to craft a strategy for how you will talk about your library projects through social media. Especially if you are a solo librarian, making a calendar can help keep you on track.
The Center for Social Media has created a set of teaching tools for professors who are interested in teaching their students about fair use. The tools include powerpoints with lecture notes, guidelines for in-class discussions and exercises, assignments and grading rubrics. We hope you'll find them useful!
These powerpoints with lecture notes were designed to help professors teach students the basic information they need to understand how to use fair use when making documentary fllms and online videos
Fair Use Scenarios: (To be used with the Documentary Filmmakers' Statement of Best Practices in Fair Use) Here are 4 filmmaking scenarios where students are called upon to determine whether they have a fair use right to use certain copyrighted footage, and if there are limits to that right.
Here are two sets of fair use clips for professors to use for in-class discussio
Here are guidelines for a short video production assignment that requires students to incorporate copyrighted material into a video and defend the decisions they make using the Code of Best Practices in Online Video.
Additionally, here is an assignment, similar to the discussion prompts above, that requires students to articulate why a video clip is fair use.
Here is a collection of videos that do a good job of explaining the Codes of Best Practices and the idea of Fair Use:
"One great tool for creating social reading experiences is Diigo (www.diigo.com), a free online application that allows users to add highlights and comments onscreen to any Web-based text. These comments can be seen by anyone using Diigo and are identified with the commenter's user name. Diigo also enables users to bookmark and "tag" with keywords any online articles that they find fascinating."
Technology and the internet are two very useful tools that help us navigate through each day with more ease. It's helped us in several ways such as research, social interactions and even making money. With that being said, here are a few ways to make money online! Read more http://www.make-lots-of-money.com/make-money-online/
Welcome to the American Association of School Librarians (AASL) Standards for the 21st-Century Learner Lesson Plan Database, a tool to support school librarians and other educators in teaching the essential learning skills defined in the AASL Standards for the 21st-Century Learner.
Users can search the database for lesson plans by learning standards and indicators, content topic, grade-level, resources used, type of lesson or schedule, keyword and much more. In addition, registered users can bookmark lesson plans in a portfolio for future use, rate and comment on lesson plans in the community, print to PDF and socially share lesson plans on the web, and create and publish their own lesson plans in the database.
Submissions to the Lesson Plan Database are vetted by AASL reviewers to ensure lesson plans published are of the highest quality. The lesson plan template was developed using the Action Example Template from Standards for the 21st-Century Learner in Action. All lesson plans published are aligned with AASL's Standards for the 21st-Century Learner and are crosswalked with the Common Core Standards.
EdTech professionals will be challenged to become a change agent within their profession by implementing education and social media marketing tools within their daily practice.
The author provides a short history of information discovery that provides a fascinating context for the article. You see the evolution of web info over the paste decade. You also get some true insight on how to consume information using social tools. Abundant links to web 2.0 apps make this article well worth the time to read (and re-read it).
"MashPlant Studio is a 21st century education tool that promotes creativity and collaboration in your classroom and at home."
Read more here http://blog.findingdulcinea.com/2013/03/introducing-mashplant.html "Teachers create one or more studios - small, private social networks - and invite their students to join via assignments on the teacher's blog. Teachers maintain a degree of control to keep order if necessary."
Young people also need guidance and adult assistance to learn how to safely navigate the virtual environments of the 21st Century. Schools must be proactive, rather than merely defensive, in helping students acquire the skills of digital citizenship needed today and in the future. Simply banning read/write web tools on school networks is an inadequate response: Educators must strive to learn alongside students and parents how these technologies can be safely and powerfully used to communicate and collaborate.
"Young people also need guidance and adult assistance to learn how to safely navigate the virtual environments of the 21st Century. Schools must be proactive, rather than merely defensive, in helping students acquire the skills of digital citizenship needed today and in the future. Simply banning read/write web tools on school networks is an inadequate response: Educators must strive to learn alongside students and parents how these technologies can be safely and powerfully used to communicate and collaborate."
As School Library Media Specialists, it is expected that we connect our students and staff with the information and resources that they need for everyday learning. In today's digital world of social media and Web 2.0 tools, it is vital that we are not only sharing these new tools with our school community, but modeling their use for communication, collaboration and professional development.
The articles and websites below reinforce the importance of Library Media Specialists being experts on the use of Web 2.0 tools.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
Important summary of how social media works for youth and adults, and how five properties and three dynamics have a systematic affect that we all must deal with.
