Musing on morphing reflections on teaching and learning through second life and facebook
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The document discusses the roles of Second Life and Facebook in educational settings, emphasizing their potential to enhance pedagogy and student engagement. It critiques current policies on social networking in schools while advocating for its integration as a culturally relevant pedagogical tool. The authors call for educators to leverage social networking for collaborative and constructivist learning rather than ignore its significance in students' lives.
![+ For More Information
For more information on Second Life, education and Shakespeare, see:
Ali-Khan, C. (In press). ‘More things in heaven and earth Horatio’ - Seeing and believing in Second
Life. In C. Milne, K. Tobin, and D. Degenero [Eds.], Sociocultural Studies and Implications for
Science Education: The Experiential and the Virtual. Springer Science + Business Media.](https://image.slidesharecdn.com/musingonmorphing-reflectionsonteachingandlearningthroughsecondlifeandfacebook-141110085907-conversion-gate01/85/Musing-on-morphing-reflections-on-teaching-and-learning-through-second-life-and-facebook-9-320.jpg)
Musing on morphing reflections on teaching and learning through second life and facebook
- 1. + Musing on Morphing: Reflections on teaching and learning through Second Life and Facebook. Carolyne Ali-Khan John W. White University of North Florida The Information Fluency Conference (February 26, 2014)
- 2. + Words, words words…. Facebook Second life
- 3. + Questioning cyberspace How are facebook and Second Life used in formal educational spaces? • What do they bring to our classrooms and pedagogy? What should we worry about/ look forward to? ?
- 4. + Second Life Simulacra for real!
- 5. + Smearing myself into the virtual Cyber selves, avatars and dopplegangers. Are we there yet?
- 6. + Teaching and learning in Second Life A rose by any other name (in a rose garden)?
- 7. + Sprites, Hallucinations and Thespians
- 8. + The pixilated classroom Being and belonging
- 9. + For More Information For more information on Second Life, education and Shakespeare, see: Ali-Khan, C. (In press). ‘More things in heaven and earth Horatio’ - Seeing and believing in Second Life. In C. Milne, K. Tobin, and D. Degenero [Eds.], Sociocultural Studies and Implications for Science Education: The Experiential and the Virtual. Springer Science + Business Media.
- 10. + Social Networking as Pedagogy Social networking is not only ubiquitous, it is also: Culturally relevant Inherent in literature (Gatsby used it for his purposes) An example of situated literacies and the new literacy studies
- 11. + Social Networking as Pedagogy State and school district policies send students, teachers, and parents a mixed—and hypocritical—message on the value and purposes of social networking: they encourage its use for fundraising and for school-community connections, they encourage teachers to teach about social networking/social media safety, but they ban social networking in classrooms.
- 12. + Social Networking is Nothing New: It is and has always been central to the “Arts,” to History, to Science, etc. We can and should teach and encourage connectedness—and demonstrate it as a metaphor to the workings of the ‘real’ world—rather than ignore it. Social networking is a means toward achieving this goal.
- 13. + Social networking can exemplify socially-mediated learning and allows for multi-genre presentations of student understanding/learning Social networking makes extensive use of the concepts of situated literacy, the negotiated and contextual nature of meaning-making, and can encourage the use of code switching, consideration of audience, and the use of multiple forms of literacy and expression.
- 14. VS + The Choice: Social Networking as Pedagogy or Social Networking as Null Curriculum? Our research shows that social networking can be a collaborative, constructivist, and culturally relevant learning tool. As educators, we can try to harness some of its power for learning or we can continue down a reactionary (and sensationalistic path), thereby further distancing schools and curricula from students’ lives and interests.
- 15. + For More Information For more information on using social networking to teach literacy, see: White, J.W., & Hungerford-Kresser, H. (May 2014). Character journaling through social networks: Exemplifying tenets of the New Literacy Studies. Journal of Adolescent and Adult Literacy, 57(8). or visit http://johnwesleywhite.net/wordpress/?page_id=529
- 16. + Final Thoughts Are we there yet? Bodies once removed
- 18. + For more information John W. White: j.white@unf.edu Carolyne Ali-Khan: c.ali-khan@unf.edu Also See: White, J.W., & Hungerford-Kresser, H. (May 2014). Character journaling through social networks: Exemplifying tenets of the New Literacy Studies. Journal of Adolescent and Adult Literacy, 57(8), 642-654.
Editor's Notes
- #3: Here is where we would introduce ourselves and each talk a bit about the pares that our research cam from