social media & the literature teacher (engaging the reader, bournemouth, 29-10-2014)
DESCRIPTION
Presentation delivered by dr. Geert Vandermeersche and dr. Joachim Vlieghe during the 'Engaging the Reader' workshop organized by the Digital Reading Network at Bournemouth University on Wednesday 29 October 2014.TRANSCRIPT
Social Media & the
Literature Teacher Geert Vandermeersche
Joachim Vlieghe
www.cultureeducation.ugent.be
www.cultureeducation.ugent.be
Overview Theoretical context
- Changing Expectations
- Literacy
- Social Reading
Social Media
- Exploration- Experiments in Teacher Education
Some Ideas…
- Conflicts in Literacy Education
Literature Education
Changing Expectations
Click each book to watch the related film fragment (on YouTube)
" Reading of fiction has been
so transformed that some
pessimists predict the death
of literature and reading,
while others (…) see
unprecedented
opportunities. How will the
internet, electronic
publishing, (…) cyberspace
reading clubs, bookstore
coffee shops, celebrity
author book tours (…) affect
the way we read and write
fiction in the future? "
Literacy
Film Fragment – Little Children (2006)
Literature as Company
We should see
literary works “not as
puzzles or even as
games but as
companions, friends -
or if that seems to
push the personal
metaphor too far, as
gifts from would-be
friends”
Standage defines social media
as “an environment in which
information was passed from
one person to another along
social connections, to create a
distributed discussion or
community.” Those informal
networks flourished for
centuries, before mass media
emerged to turn news into a
costly one-way conversation.
Our social interactions
“build upon habits and
conventions that date
back centuries”
Literacy Education& Conflict
Teachingto the
Test
Much of what teachers do
in the literature classroom
revolves around leading
large-group student
discussions of literary texts.
The aim is […] to help them
learn how to interact with
their peers in a
collaborative manner [...]
When students share their
individual private
responses, they learn to
build on each other’s
responses.
Teachingto the
Test
Unfortunately, teachers
often limit the extent to
which students can develop
their responses. [...] As a
result, there is no real
discussion between
students. [...] Much of
literature discussion is
characterized by the use of
closed “fact-check”
questions [...] There’s a
correct, predetermined
answer—so that students
are simply attempting to
read a teacher’s mind to
determine “what the teacher
wants.”
Teachingto the
Test
Film Fragment - Watch on YouTubeThe Wire, season 4 (2006)
Standardization
Teacher-centred
“Fact-check”
Lack of participation
Standardization
Teacher-centred
“Fact-check”
Lack of participation
" The capacities of
teachers are stretched
to the limit as they
endeavour to meet the
performance
benchmarks imposed on
them, while trying to
maintain an ethical
commitment to the
welfare of the young
people in their care "
Social MediaExploration
More…
Promotional Video by The Copia (2012) - Watch on YouTube
Social MediaExperiments in Teacher
Education
I. Social Reading
Virtual Library
“Because I am a frequent library visitor, I have a lot of material merely on loan. It is sometimes difficult to keep track of what I have already read and what I still hope to accomplish. A virtual inventory comes in handy in such a case.”
– Marsha –
Quality of
Content“The online recommendations or reactions, which I found on the site, are fairly
superficial and sometimes even ‘questionable’. I am thus not convinced
that I will avoid the ‘bad reads’ with Goodreads.” – Beth –
“The selection is, like in a library, too extensive. Goodreads’ recommendations are a good start,
but as a way to broaden your horizons, it quickly turns into a long and arduous search.” – Leonie –
“Reading is viewed as an isolated, lonely activity ... Thanks to Goodreads, reading becomes more tangible and defined, it gets a shape. You are reading book x or y, got stuck on a certain page, give the book an interim evaluation ... Reading is an utterance of identity, and a means to construct an identity. You are what you read, and you do want to show who you are, right?”
-Marsha-
Sharing &
Contributin
g
A network
of friends
“Indeed, you just have no clue who
places these comments online. Personally, that is why I still attach more im-
portance to a literary reviewer’sor a friend’s opinion than to 500
visitors of Goodreads.” – Linda –
II. Social
Media in
Education
“I see the role of the teacher as a cultural intermediary, who must introduce students to the complex world of culture, must guide and help them take their first steps in the enormous storehouse of culture which nowadays dominates the market.”
– Charles –
Selecting
Books(provision
)
“A big advantage is that literature classes and the possible assignments or reading reports the students make take place in a social context, in a real discussion.
As such, the feeling that students just have to fulfill assignments to get marks disappears, and the students’ products can really contribute to a discussion.”
– Charles –
Participatio
n
Protection
“I share the concerns of
many fellow-students
about the reviews’ quality
and their impact on pupils.
On the internet,
everyone’s opinion is
worth as much as anyone
else’s, no matter how
superficial. In an
educational context, it is
safer to create a separate
group where there can be
a discussion about a
specific topic, with the
input of students and
under the supervision and
editorship of the teacher.”
– Marsha –
Some Ideas …
[email protected]@UGent.be