MediaLit for #ECSM15
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Conference paper developed from this abstract - http://drbexl.co.uk/2015/01/conference-abstract-medialit-engaging-faith-and-media-in-a-digital-age-ecsm15/
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MediaLit for #ECSM15
- 1. MediaLit: Engaging Faith and Media in a Digital Age Dr Bex Lewis, CODEC, St John’s College, Durham University, Durham, UK (@drbexl) This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International http://www.slideshare.net/drbexl/medialit-for
- 4. Synod Report, 2015 “There is no central investment in reaching out into the digital and social media world. If the Church of England is to return to growth, there is a compelling need to realign resources and work carefully to ensure that scarce funds are used to best effect.” http://j.mp/GSynod1976 @drbexl #ECSM15
- 5. “We have brought many ‘habits, inclinations and prejudices… endemic to society as a whole’, and it’s no longer its novelty, uniqueness or it potential to transform life, but its very pervasive ordinariness that gives the internet its significance.” Miller, V. (2011) Understanding Digital Culture, London: SAGE @drbexl #ECSM15
- 7. Social Media and Faith Groups @drbexl #ECSM15
- 8. Social Media within HE L&T 1. Modeling of social media practice 2. Scaffolding the experience 3. Public and private feedback 4. Articulation & reflection related to ‘real problems of practice’ 5. Explore online in ‘areas of interest’, and think about instruction methods Boling et al, 2014 @drbexl #ECSM15
- 9. Methodology “I've had a paper accepted to talk about MediaLit at a social media conference, and would love it if people had time (this week) to feed back on what you felt social media added/limited within the sessions (before/during/after the course) - did it change the dynamics of communication (for good/bad), give insights outside of the room, change your learning experience, offer on-going conversations, make you feel more/less comfortable, excite you to learn more, or other... etc. Really appreciated, and happy to PM, explain a bit more! This is for people who've joined in any capacity - staff, student, external?” @drbexl #ECSM15
- 11. Social Media Within the Course @drbexl #ECSM15
- 12. @drbexl #ECSM15
- 13. @drbexl #ECSM15
- 14. @drbexl #ECSM15
- 15. @drbexl #ECSM15
- 16. @drbexl #ECSM15
- 17. @drbexl #ECSM15
- 19. Twitter Backchannel: Aid or Distraction? @drbexl #ECSM15 “Recent delegates indicated that practical participation had opened their minds to what was possible, watching as external Tweeters took the thread of conversation elsewhere. With some in two minds as to distraction versus contribution, there was a clear feeling that the use of Twitter in session quickly led to confidence in using the tool, which subsequently improved the quality of contributions, as users got used to new ways of engaging multi- modally.” Lewis, B. ‘MediaLit: Engaging Faith and Media in a Digital Age’, European Conference on Social Media Proceedings, July 2015
- 21. Issues Raised: Leadership, Authority & Presence @drbexl #ECSM15
Notes de l'éditeur
- Abstract: MediaLit is a week-long conference held at St John’s College (Durham), designed for those training for Christian leadership and those already engaged in Christian ministry. The course explores Christian ministry and the media, encouraging media literacy amongst those who (will) hold public positions within and related to the Christian church. This intensive conference, deliberately kept small, has attracted 18-30 delegates per year since 2010, with delegates including ministerial students, ordinands, ministers, media professionals and diocesan and district communications officers. The course addresses media as a whole, including mass media, broadcast media, social media and community media. Delegates are reassured that they do no need to know how to ‘do technology’ to partake in the course, but are encouraged to engage with the learning opportunities provided via social media, through both discussion and practice. For the last five years, a hashtag based Twitterfall (wall of tweets) has run in the sessions, which has encouraged a large number of delegates to develop their own (on-going) Twitter profiles, as well as conversation as to the nature, purpose, benefits and drawbacks of both the Twitterfall’s presence in the classroom, Twitter’s reach beyond the classroom, and what this means more widely about digital culture, and our contemporary age. The overall structure of the programme is focused upon learning and teaching outcomes. Students are expected to gain an understanding of media theory, theology, and practice within a digital age through interaction, participation and engagement, especially facilitated peer-to-peer conversation. The majority of students are mature students with life experience from a range of sectors to share. Using an andragogical approach, the learner’s background is viewed as an essential component to both what they learn, and what they can contribute to the cohort’s learning. Feedback from 2014 included: If you want to be challenged in your thinking; be at the cutting edge of thought in media literacy, experience discussion and practical sessions on creativity and broadcasting you need to be at MediaLit15! Social media also offers scope beyond the immediate classroom, including live blogging sessions as reflective practice and/or to reach a wider audience, opportunities to collate outputs via Storify or Epilogger, lists of wider reading and films, and the opportunity to continue conversations for group alumni via a Facebook group. This session will reflect upon the course, and how it has developed in order to provide the strongest learning outcomes for each cohort, as media continues to change. Keywords: Social Media, Learning and Teaching, Mature Learners, Digital Age, CPD 30 mins inc Q&A, so around 20 mins
- 2010 – annual, Durham 15-30 delegates, multi-denominational Public leadership/ministry Intensive, 12+ hours a day + white space – mis of sessions Across range of media types, emphasis is on “in the digital age”, looking at everyday life/comms from a Christian perspective. Looking back across 5 years and the kind of social media we used – how added/took away from what was happening Current webpage (don’t we love university enforced branding)…
- As a side-note – played with the idea of adding this, but didn’t have the capacity to work with it in time for this year, and as I’m leaving, not sure whether will be picked up or not..
- 2015 report from CofE ‘Each Generation’ – looking for growth – lack of Christian literacy in the population, and lack of digital literacy in the church (all denominations)
- Early optimism about the revolutionary potential of the internet may have been misplaced (Miller, 2011)…. We thought it was going to change everything, but in fact it has layered upon what was already there, and in fact, as we have stopped noticing it’s there, maybe we’ve stopped questioning what it does/how, etc. = importance to challange
- Range of sources for stats, this Statistica (2015) one of many that demonstrates that social media is clearly embedded in global society, and we need to be engaging with questions of power, participation, etc. http://www.statista.com/statistics/272014/global-social-networks-ranked-by-number-of-users/
- These are questions that longstanding faith groups are slowly coming to terms with, institutionally and individually. Pam Smith (2015) identifies a number of particular theological issues that the church wrestles with, including ‘the dystopian view of the internet as a destroyer of human interaction’, in which moral judgements are made about technology, fears that technology weakens the link between God and man, that online interactions are ‘too easy’, detracting from ‘real’ (offline) church (partly because the church has adopted western notions of ‘competition’, seeing growth in one area as a threat to another area), whether sacraments can be undertaken online, along with practical issues such as pastoral ministry, and value-based issues such as inclusiveness. Batts (2013), still need a lot of convincing need something more radical than a new website Drescher (2011) – if we think we have a choice we haven’t understood the embedded nature of it in our lives – how it enables participation/sharing Still largely ‘practical tips’ – part of what CODEC seeks to do, look at deeper questions…
- Concerns re social media in learning = fluid nature, but with staff/students already using elsewhere = see opportunities for interactivity/engagement, reciprocal/co-operation. Study, above sought to understand how far students felt that social media supported, hindered, or provided evidence of learning’ – see what they identified as ‘successful’ engagement – which from anecdotal experience on this course in particular = echoed for me.
- I’ve taught on the course since it started, helped develop it, and in the past year took overall responsibility for it… using what Brennan (2012) might describe as ‘complete participant observation’, as I was fully part of the group, didn’t take many notes in the session, but have rich data as I look back across 5 years. Blogs, social media, interviews, feedback forms all collected Earlier this year = put this call out on the FB group, around 25% of the group responded – see responses woven into the report.
- Pic of last year’s delegates, photo taken with Google Glass which had just been received that morning, as we were about to discuss ‘future of tech’ …. Took us a while to work out how to pic up the image! Core delegates = vicars in training, chosen MediaLit from 3 practical options – some choose for geography, some for subject matter (which means engage on a different level) – with an entire range of social media experience (from “don’t touch it” to deep users), though even frequent users wary about changing their usual tweet pattern. Speakers have noted the interest and passion that delegates have for thinking theologically and ethically about the media, and for sharing the gospel, apparent in their comments, engagement and insights offered throughout the course. Andragogical approach = takes into account the learner’s background as important contribution to the learning = a more equal relationship – end of this year we referred to “the team” who had pushed the content forward Importance of space to ‘play’ (especially noted by those who came on placement this year).
- Course about wider communication than social media – inc comms values/institutional structures = consistent with/challenge Christian values ‘Social’ rather than media = about relationships – those heading for ministry = this is a compelling reason to engage with social media. We look at what digital tech allows us to do differently, how leaders can capitalise, whilst modelling ‘good practice’, scaffolding their experience (e.g. this year a lunchtime intro to Twitter at delegate request) Nicolson, 2014 – how do we stop talking about social media & use it? Encourage users to TRY in this week = users started to see the point… several still using to varying degrees!
- 2010: Simple ‘guest blog post’ to give an ‘in the moment’ reaction to the course (gave us impetus to arrange another course)… on my personal blog, as I was the one live-blogging on my own space (so much so one of the tutors felt that I wasn’t really ‘in the room’) Had connected with Pete – course leader, via social media – we were both keen users, so looking for opportunities to use social media in the course – hashtag from early days!
- 2011: I live blogged on a site that we’d then created re biblical/digital literacy and discipleship … so became more ‘corporate’, but still v much in the same style (same tutor as last time indicated that he had learnt the value of why I’d live blogged, and that everyone needed to go on their own journey in accepting the use of those engaging with digital devices in public spaces)
- 2012, collected a very LARGE Storify, manually curated …
- 2013, decided to do a storify for each session, meant also that could be shared at that point, and therefore all could engage…
- 2014 (and this year), used Epilogger for 2 weeks before/after the event to collect all tweets, links, images – see the kind of volume from a small room (+ some externals) – this year it stopped collected mid-week, and I haven’t yet found another piece of software that should do the same.. Importance of encouragement, validation of ability to be able to contribute in general, and of specific content via social media platforms – and also highlighted them where possible BEFORE the week, suggestions ‘you could try’, etc.
- .. And here we are, this year’s delegates (final day, so some tutors, etc. have disappeared) – photo taken on Periscope through Pete’s phone/laptop, then screenshot! Got some interesting findings from this year – obviously slightly more aware after writing this, and brought in some of the conference paper to respond to … so.. Interesting to see that the group have used Facebook more, both in the session (including asking for digital versions of presentations, sharing of reading/film lists, etc.), but also in the week afterwards, as they are on placement – asking for feedback/conversation from others in the group – range of success – but has proven a useful space for keeping people on track with developments in the course – even for those who don’t frequently use Facebook. Keep interest up throughout the year by sharing news stories, book recommendations, etc. especially for those who particularly keen on the material.
- Early years – laptops, etc. = overwhelming, although with more tablets = less problematic. Technology presence = more normative, but has raised conversations about what tech is adding/taking away from classroom experience, and what group pressure there is as to what is ‘acceptable behaviour’, with online/offline in-jokes circulating.
- Twitterfall is where most interesting content is … most delegates in same room, mostly following ‘real time’ convos, generally ‘adding something’ (e.g. links) Low stakes contribution, whilst others continued earlier conversations (problematic) Positives: Connect more intensely to ideas, extra info, connect with external, archive info, learning ‘better tweeting’, democratising effect (all can contribute – more important than what) Negative: Takes over from speaker, hi-jacked by irrelevant debate, brevity loses meaning, other facilities available on device, makes geographical attendance irrelevant? Forced to use 140 characters encouraged deep engagement with the material, and removal of total authority from staff. Debates about etiquette, humility, multitasking ability all raised (esp by older delegates), but that seeing it in practice had [see quote] esp considering the subject matter of the course. This year we used without – was a feeling that it was a more ‘grown up’ way of engaging, trusting what people were using, and allowing a choice to engage, but engagement was definitely slower – until Thurs am when used this bit of this conference paper, and suddenly those who were resistant asked to try, and asked for a practical demo over lunch.
- Used personal networks to draw in e.g. prayers which struck many. With a number of external speakers dropping in & out, were able to see pre-existing tweets, and adapt their material as appropriate/get a sense of the group… some noted that they found it more difficult to speak with the Twitterfall behind them as they didn’t have capacity to engage with it, but whilst engaging as a participant = extremely helpful. Split feeling on those following the hashtag – some frustration that can’t follow fully (but then they not ££), others gaining a lot to think about, and some finding delegates over-tweeting (people need to understand how to mute hashtags!)
- Delegates have seen the benefits for themselves, not only in the classroom, but thinking how they can use this in ministry Others outside the church are interested in theological debates Using it helped to understand it, with convos around a person, rather than a place 24/7 ministry – pros/cons – need to define new boundaries (thinking about friending) Need to let go of elements of ‘traditional’ authority – see self as public figures whilst offering vulnerability Were able to see those already in role who had advice to offer Awareness of the confidential nature of their work – not sharing inappropriately Engaging with those with opposing points of view
- With digital media continually developing, every year the course material, and the social media that accompanies it, is the subject of conversations within the team. Each year there is an opportunity to refine previous practice, or experiment with new tools, as what works one year, doesn’t necessarily work the following year (or may have become redundant). Delegates have highlighted the importance of experiencing social media, so it is interesting that in 2015, we will be running the week without a Twitterfall, to see how the dynamics of the room change. Delegates will still be encouraged to participate via the hashtag #MediaLit15 on their own machines, and the likelihood is that a member of the team will be allocated responsibility for monitoring the hashtag, and feeding it into the room as feels appropriate. The mission continues, and social media continues to play its part.