Becoming that point of centrality….
The future of digital culture depends on how we use it (Rhiengold, 2014) and the future of my career as a teacher librarian (and educator) depends on my capacity to evolve in this ever changing climate of information, innovation and knowledge creation.
Rheingold’s concept of “centrality” and the potential for myself as a teacher-librarian to be a person of centrality in my school’s learning community and networks of knowledge really makes sense to me. I see it as an achievable goal. The time spent this semester participating in this subject: Concepts and Practises for a Digital Age has resulted in a more expanded and detailed understanding of what we are all currently experiencing in what has been described as a technological revolution or the Fourth Revolution – where we are changing our self-understanding (Floridi, 2012).I thought this view was a little too philosophical). ‘Networked Society’ –is what I prefer because it is a simple label recognising the networks that are being made as well as the social aspects of how people interact in digital spaces. Rheingold’s (2014) concept ‘Networked Awareness’’ works with a ‘Networked Society’ because it recognises the potential in being aware on the connections we are making and the ongoing, wonderful potential for creativity, knowledge sharing and innovation.
Through the professional reading that was provided in the modules and in my extended reading, mainly for the assessment tasks; I have increased my knowledge about the ideas and theories shared by leaders in creativity, technological development, innovators in digital culture, educators ( including some ‘celebrity ‘ like TED talking educators –Sir Robinson) and an international range of professionals that have so eloquently explained how networks of knowledge are being developed in this Web 3.0 phase of the World Wide Web.
I have been able to synthesise in my Digital essay about Makerspaces – environments that facilitate innovation in Secondary schools, my knowledge about how; Robinsons (2011) theories about facilitating creativity will engage students in learning, collaboration, connecting and dialogue are powerful in learning in a digital age (Siemens, 2005), and learning through tinkering, making and engineering in Makerspaces could be our big change to reignite curiosity in young people (Libow Martinez & Stager, 2013).
It is with this new knowledge on board that I have started to change my reaction to the digital culture surrounding me. My perspective is evolving. I have increased my Personal Learning Network significantly using more social media and digital curation tools. My use of Twitter has increased the most. I have found Twitter most beneficial in making connections with other like-minded and some far superior educational professionals. I am then continuing on by sharing new ideas with my learning community in my workplace. Through sharing I am connecting and through connecting I hope to become an innovator.
Floridi, L. (2012). The fourth revolution. The Philosopher’s Magazine, 96-101.
Libow Martinez, S., & Stager, G. (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Torrance: Constructing Modern Knowledge Press.
Rheingold, H. (2014, Februrary). Network Awareness . Retrieved April 2014, from Vimeo: http://vimeo.com/86182564
Robinson, S. K. (2011). Out of Our Minds Learning to be Creative. United Kingdom: Capstone Publishing Ltd.
Siemens, G. (2005). Connectivism:A learning theory for a digital age. International Journal of Instructional Technology and Distance Learning, 3-10.