Network Literacy; McClure and Rheingold

McClure( 1994) and Rheingold (2012) both refer to ‘Network Literacy’ in their comments about the development and implications of the internet.  It is great to remember that these comment where made nearly twenty years apart from each other.

McClure was observing the start of a more networked society. His comments are quite simple in comparison to Rheingold’s who has had the opportunity to see the range of the internet grow. McClure focused on a person’s ability to retrieve, manipulate and use the information that they access from the internet.

Rheingold has too mentioned the importance of network literacies, and in particular social media literacies such as attention, participation, collaboration, network awareness and critical assumption (2010). In the videos about network literacy he focuses on the observations of social networks and social capital.  Rheingold and other academics have observed and created formulas that explain how the social value of networks has increased due to the way people can access and interact. This is due to the new tool, apps and infrastructure that have allowed people to form groups.  There has been a cultural and economic shift.

Social capital or as Rheingold describes it; is the ability for people and/ or groups of people to get things done without money or the involvement of an institution. The power of many versions of social media to help people to organise political groups and movements, to draw likeminded scientists together to solve medical research problems, students to form study groups which are accessible 24 hours a day. The possibilities are endless and exponential,  like Reed’s Law describes.

Blog task 3 -Design Brief – Entrance of a School

 

Background Information: The main entrance area of the school includes the administration, staff area and Library buildings. There is minimal gardens and seating area. It fronts the only car park and bus bay area. All the administration, staff area and Library buildings are scheduled for redevelopment over the next two years. We are not limited in the manner of which the original buildings are used or not used and the position of the buildings is up for rearrangement – new concepts for the purpose and design of this area can and should be considered, there is an opportunity to do something different.

Constraints: Surrounding classroom buildings, existing car park, bus bay requirements and limited monetary funds (as determined by management).

Challenge: To redesign the entrance of the school and create an environment that provides a connection point to home, a welcoming environment and a social meeting place for students (and staff).

POV (Point of View): In meeting this challenge we need to take a human-centred approach, and consider how students and staff interact with each other out of class time (and during lessons).

Pillars of the design: These project pillars are the focus points for this design (Kuratko, Goldsworthy, & Hornsby, 2012) –

Welcoming and inviting Social spaces Student to student/student to staff/ staff to staff relations Flourishing and Friendly community Supervision and safety

 

For this new entrance area, “How Might We (HMW)….” (D.School, 2012)

Amp up the good: HMW develop an area like the Library is well used in its existing form by students before school to meet, complete school work, gain assistance by the staff, print, and have access to free tutoring before and after school. A Library that allows for these behaviours needs to be included in this educational space. As staff walk past the waiting area near the car park, they can be aware of how many students are still waiting for their parents to come and pick them up.

Remove the bad: HMW increase limited seating areas outside the buildings. The existing seating is also cold in the cooler months, with the wind moving freely through it. There is not enough room for storage of bags. Students also have limited undercover areas to wait for the buses and parents at pick-up. The Library where many students congregate before and after school is not right near the car park.

Explore the opposite: HMW design this area could be a meeting area where students and staff greet each other, choose to sit and prepare for the day ahead or debrief after the day. It has spaces for people to sit. It is seen as the place to be. Parents can find their children easily and everyone feels welcome. Staff are there as resources.

Explore the assumption; HMW know what students want to meet at the front of the school? What do they want to do there? What sort of resources are we going to provide? How is the connection to home life made?

Go after adjectives: HMW make the area welcoming, social, sheltering, warm, resourceful, motivating, good for learning and safe.

ID unexpected resources: HMW create a space where students can be easily supervised, after school activities can be facilitated and more interactions between the staff and greater community can take place. The students can form an ownership of the space.

Create an analogy from the need of context: HMW form a space that makes all students feel like it’s a second home or an environment where they feel supported to learn and get ready to spread their wings into the wider world.

POV versus the challenge: HMW encourage the adolescent students to use this space and interact with each other. What does the space need to make it seem welcoming, social but still focused on encouraging learning.

Challenge the status quo: HMW engage adolescent students who don’t initiate positive interactions with staff and make them want to socialise in the school environment.

Breaking the POV into pieces: HMW provide enough room for the students who need to wait for parents and get onto buses. HMW connect the Library, Admin, staff and transport areas..

Prototypes:

  • Both the Library and Admin buildings can be refurbished or rebuilt where they are, more undercover areas could be built to house student before and after school.
  • The Library could be shifted to the front near the car park and good signage will guide the community to the admin building. The Library will be the gateway to the school. A large undercover area will be out the front. More seating will surround this main community area.
  • Extend the Library and build its role as a community hub (place it at the front of the school), connect it to the staff areas.
  • Build a large undercover area including a community café, wellness centre including chaplain, senior hub

References:

D.school, Stanford University, How might we?… Method Card: http://dschool.stanford.edu/wp-content/uploads/2012/05/HMW-METHODCARD.pdf Accessed March 1, 2014

Kuratko, D., Goldsworthy, M., & Hornsby, G. (2012). The design-thinking process in Innovation acceleration : transforming organizational thinking. (pp.103-123). Boston : Pearson.https://www.csu.edu.au/division/library/ereserve/pdf/kuratko-d1.pdf

Comments:

I have made a comment on these other design briefs

Jerry’s

Bec’s

Ronnie’s