September 2016 archive

New Culture of Learning Reflection

Thomas and Brown’s (2011) ‘new culture of learning’ reflects “a growing digital and networked infrastructure [that] is amplifying our ability to access and use nearly unlimited resources and incredible instruments while connecting to one another at the same time”(p. 17-18, 2011). They highlight “play, questioning and imagination” (p. 19) as the base of this approach to learning.


This culture of learning is something that’s resonated with me and reflecting back to recent years, has encapsulated some of my evolution as an educator. I’ve been able to take my learning online and grow and connect with other educators by sharing resources, opinions and classroom experience. Questioning has been the driving force behind this journey of professional improvement and it’s been successful as a result of exploration or ‘play’ on networked environments.


Thomas and Brown (2011) posits: “What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first-century where technology is constantly creating and responding to change?”(p. 17). Herein lies the difficulty when attempting to change school culture to enable a focus on modern education. Many educators are not yet ready to make that shift despite the technological change that’s already happened. Without this acceptance, many will continue to use the ‘old culture of learning.’



Thomas, D., & Brown, J. S. (2011). Arc-of-Life learning. In A new culture of learning:

Cultivating the imagination for a world of constant change (pp. 17-33). Lexington, KY: CreateSpace.

Info Production

The internet and the world wide web have stimulated the creation of new models of information productions. The De Saulles (2012) ‘New models of information production’ article highlights both evolutionary and revolutionary changes to blogs, wikis and collaborative publishing, social networks, search engines, podcasting, as well as the data that’s generated as a result of these practices.


One defining characteristic of the internet is the ease of access and the growing connectivity that the world’s 3.4 billion internet users are experiencing (Kemp, 2016, p. 7). As a result, the models of information production have continued to develop and challenge industries that refuse resist change. This resistance to change was best exemplified in the De Saulles (2012) article whereby Encyclopedia Britannica didn’t use this new medium and as a result, was overtaken by Wikipedia.


Given the profound shift in the models of information production, there are undoubtedly challenges that educators and/or information professionals face. Among which is the need for leadership to embrace these models, on going professional development for teachers as well as measures to ensure a shrinking of the digital divide.   




De Saulles, M. (2012). Information 2.0: new models of information production, distribution and

consumption. Facet Publishing.


Kemp, S. (2016). Digital in 2016 [PowerPoint]. Retrieved from