Initial Thoughts of Social Networking

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Retrieved from: https://pixabay.com/en/icon-set-social-media-world-digital-1232558/

Retrieved from: https://pixabay.com/en/icon-set-social-media-world-digital-1232558/

Social networking initially is understood to be a network of people who join together and interact with each other to share personally or professionally.  It is therefore as successful as those who join the community or network of people who have chosen to participate.  Social networking has always existed throughout history but since the inception of Web 2.0 the opportunities and possibility to connect with a much wider global community has meant the ability to expand ideas and thoughts.  Many more voices provides much more depth to the dialogue.

Social networking allows individuals or groups to develop connection and increase learning based on their interests and passions.  There are so many social networking sites that individual preference, passion and purpose determines which social networking sites are used by the individual (Ishizuka, 2010).  Social networking allows people to continue along their quest for knowledge and the importance of concepts such as lifelong learning are another of the benefits of this participatory, collaborative connection between people.  It highlights the need for individuals to develop knowledge and skills about recognising fact from fiction, developing their boundaries through critical thinking before contributing or sharing too much.  Social networking requires people to be able to bring the digital and the face to face into a one world view rather than a belief that is what happens online is different to what happens offline.  The question is, how private? how public? how much is too much? in this ever accessible network of people.  Is it really healthy to be connected to the technologies being offered by Web 2.0?

I have used various social network sites but my purpose and experience is quite different for each one.  Facebook, Instagram are by far my personal playground.  They are where I share anecdotes with family and friends as we live quite some distance from each other.  Twitter is where I find useful professional information with links to educational specialists and gurus from around the world and I tried to use Linked In for a while but found it not as effective as Twitter.  I have a Pinterest account to curate resources that could be useful for that rainy day, or meals to make for my family.  I have a You Tube account, a Google + account and these are new areas for me.  Anything that involves me sharing actual footage of myself I tend to not contribute but appreciate and comment on the efforts of others.

Throughout this unit though I hope to learn how to utilise the benefits of social networking in a primary (K – 6) educational setting.  What is it that needs to be considered?  How can the vision of a primary school library use social networking platforms to serve the needs of the learning community?

References:

Ishizuka, K. (2010). People who need peopleSchool Library Journal56(2), 32.


Design for Informal Learning to Satisfy Lunchtime Library User Blog Post 1

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School libraries are many spaces within one larger space and how space is used depends on the need of the user at a particular time of the day.  For example, they can be meeting spaces for teachers and parents before and after school.  They can be formal learning spaces giving lessons in how to navigate a plethora of information sources and how to present final products of information based on research.  They can be spaces to escape the busyness of playground activities to undertake activities that use and develop creativity, reading skills and imagination.

The task is to find a ‘problem space’ that is not serving the purpose it could do, for learning.  The space I chose is the entryway as I needed a space for an informal learning activity that has been directed by the students themselves.  Since the release of the movie Paper Planes on DVD, many of our students are coming to the library to make and experiment with different designs of paper planes.  Initially, they were flying them everywhere in the library and as there is a lot of informal learning going on with their new found interest, we needed to find a space that encouraged rather than discouraged them and met these informal learning needs.

Brown (2009) states that design thinking ‘requires empathy for the user’ (p. 3) and this is exactly what was felt when looking at not only the users needing space for their paper planes but also those users whose needs were breakaway spaces to read, space to catch up with friends and draw/ create artworks, space to play board games and create puppet shows. The identification of the opportunity to add another dimension to our library learning space for lunchtime was as Seidel and Fixson (2013) identify the more formal method of ‘needfinding’ (p. 20).  Together with the students we drew on the requirements for a novel concept and made the clear goal of designing a space that would keep everything needed in one area.

As outlined by Seidel & Fixson (2013), the ‘multidisciplinary team’ (students from Years 2 – 6) brainstormed possible solutions to our opportunity, the second formal method of design thinking and together we decided to build our ‘prototype’ and trial it for 2 weeks.  Linking this brainstorming to prototyping straight away led to an initial successful outcome and as Seidel & Fixson identify in their study once the decision was made as to which design concept we would go with we were able to push forward and focus on the practicalities of design.  At the end of 2 weeks, we will get together and identify if the space is still needed and if so, is it working (Seidel & Fixson, 2013).

As the manager of this learning space, it was my responsibility to guide the students to think creatively and have a ‘can do’ attitude rather than squash their enthusiasm (Kuratko, Goldsworthy & Hornsby, 2012).  The team needed to be proactive and ‘seek the peaceful co-existence of desirability, feasibility and viability'(Kuratko, Goldsworthy & Hornsby, 2012). I needed to be flexible and open-minded as we promote our library as having space for everyone.

Here are some initial photos of how the space works:

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This is the view coming into the entryway of the library.  The glass doors that can be seen open up into a secondary ‘spillover’ area called the Fishbowl.

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This is the Fishbowl which is another area of redesign but this would involve negotiations and discussions with leadership.  At the moment though, the students can use this space to get on laptops to find YouTube clips on how to make paper planes and collaborate with each other.  the older students are enjoying mentoring the younger students in their endeavours and the circular tables are beneficial for this.

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This space is where you can see the initial design but as Kuratko, Goldsworthy & Hornsby (2012) identify,  it is the ‘starting point’ and already within our 2 week trial period we have come up with ideas to display a poster showing what the target is for, a set of numbers to change the numbers that will be added together, adding books about flight and birds to assist students research further designs as in the movie and perhaps have different coloured papers so that students can identify their planes easily once they have flown them.

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Here is one of the students whose turn it is to test his informal learning about planes.

References:

Brown, T. (2009) Change by design: How design thinking transforms organizations and inspires innovation. Summary by Get Abstract. Retrieved from: http://www.getabstract.com

Seidel, V., & Fixson, S. (2013). Adopting design thinking in novice multidisciplinary teams: The application and limits of design methods and reflexive practices. Journal of Product Innovation Management, 30, 19–33. http://dx.doi.org/10.1111/jpim.12061 or http://onlinelibrary.wiley.com.ezproxy.csu.edu.au/doi/10.1111/jpim.12061/pdf 

Kuratko, D., Goldsworthy, M., & Hornsby, G. (2012). The design-thinking process in innovation acceleration : Transforming organizational thinking. (pp.103-123). Boston : Pearson.

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