Teaching and Learning with Social Media: The need for a new habitus
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The document discusses the impact of social media and technology on teaching, learning, and literacy. It argues that technological environments actively reshape both people and technologies. While students may be proficient users of technology, there is little evidence they understand its deeper applications or can transfer skills across platforms. Developing digital literacy involves nurturing a "digital habitus" or set of values and practices for participating and acting with agency in a technology-centered world. This new digital habitus disrupts historical ways of thinking and doing things with technology.
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Teaching and Learning with Social Media: The need for a new habitus
- 1. Teaching and Learning With social media http://www.flickr.com/photos/slightlynorth/3470300872/in/photostream/ The need for a new habitus
- 4. Image and quote by Dean Shareski http://www.flickr.com/photos/shareski/2655113202/in/pool-858082@N25 (CC BY-NC 2.0)
- 5. More than a resource http://www.flickr.com/photos/graciepoo/215649963/
- 6. Any technology tends to create a new human environment... Technological environments are not merely passive containers of people but are active processes that reshape people and other technologies alike. M. Mcluhan, 1962
- 8. Digital literacies defines those who exhibit a critical understanding and capability for living, learning, and working in the digital society. JISC, 2013
- 9. https://sites.google.com/site/dlframework/the5resourcesframework Juliet Hinrichsen and Antony Coombs University of Greenwich
- 11. http://www.flickr.com/photos/futurestreet/3334257292/ (CC BY 2.0) Digital Natives?
- 12. Digital Visitors or Digital Residents White & Le Cornu
- 13. “Learners do not appear ‘to see beyond’ the immediately obvious functionality of the technology and there is little evidence of transfer” Clark et al, 2008, p.68
- 14. “To possess the machines, [they] only need economic capital; to appropriate them and use them in accordance with their specific purpose [they] must have access to embodied cultural capital, either in person or by proxy” Pierre Bourdieu 1986
- 15. The beginning of a new habitus (that needs to be nurtured; not ignored) How we do things around here historical continuum Dispositions
- 16. Technology… How we do things around here How they do things around here change disrupts the historical continuum
- 17. Digital Habitus specific set of values/practices Participation Agency
- 18. Social Media is a Mindset!
Notes de l'éditeur
- that encourage
- Social media has created a new world that –in one way or another - affects us all
- And some people take it very seriously
- To the extent that affects some of us more than other – but in general we are all affected by it – it affects the way we work, shop, socialise, live And for that matter learn (but that is more outside the educational walls than inside And that has to do with the traditions and the habits – the history associated with the profession of both being a teacher and a learner !
- from the school walls into the world
- human interaction
- In recognising the need to promote literacies for a world in transition, Hinrichsen and Coombs (2013) have developed a critical literacy framework mapping curriculum design into learner attributes. In doing so, they built on Luke and Freebody’s (2003) “Four Resource Model” that encapsulates a multi-literate requirement for reading through the use of the following roles: (1) Code breaker, (2) Meaning maker, (3) Text user and (4) Text critic by “adding a fifth resource, Persona, to accommodate the social and identity relations of the contemporary digital environment” (ibid, n/d) This resulted in the “Five Resource Framework”