Social Media-For Us, By Us

Abstract 
Social media is interactive communication. When speaking of the social web, Wikipedia contributors reference collective intelligence to describe this interactivity. Collective intelligence, they say, “refers to the phenomena of internet users getting together, sharing content, in order to create something bigger than one single person could do” (“Social Web,” 2011). The abundance of Web 2.0 applications make it incredibly easy to create, edit, and share user-generated content online allowing for even greater contribution to the collective. What we contribute, how we contribute, and why we contribute are pertinent points to consider when reviewing the impact of social media.

Treatment

Web 2.0 tools such as wikis, blogs, RSS feeds, and social networks allow users to contribute content on various topics and of varying type. This, of course, can lead to content overload as more and more people share information. Steve Hargadon (2008, Slide 67) suggests that the “answer to information overload is to produce more information.” While this is somewhat paradoxical, the impetus is to teach others how to be content creators, so that they are better consumers of content (Hargadon, 2008, Jul 25). In this increasingly changing landscape of learning, the role of educator remains relevant. It is extremely important that learners understand what to contribute and the impact their contribution will have to the whole. As educators we will no longer be gatekeepers of information, rather we will provide context and structure to assist in managing the information.

How and why we contribute to online conversations is motivated by various factors including interests and professional work. As a filmmaker I am interested in social media tools that help build and draw audiences to my projects. These tools must inform as well as encourage participation via feedback, sharing ideas, and contribution of funds. Web 2.0 has transformed social media from being solely consumption based to being participatory. Shirky (2008) suggests that people are as excited by the idea of producing and sharing as they are by consuming. Therefore, it is important to offer consumers the  possibility of doing that. How they contribute and what they contribute will be determined by how well the structure supports them doing so.

Conclusion

Web 2.0 has made technology easy and accessible with applications that spark creativity and encourage collaboration. It is through community collaboration and shared content development that we are creating a new framework of culture. This culture of information, openness, participation, innovation, and change are powered by our contributions. Social media is us.

Sources

Hargadon, S.  (2008, Jul 25). The Solution to Content Overload: A Thought Takes Flight. Retrieved from http://www.stevehargadon.com/2008/07/solution-to-content-overload-thought.html

Hargadon, S. (2008, Slide 67). Web 2.0 is the Future of Education. Retrieved from http://www.slideshare.net/SteveHargadon/web-20-is-the-future-of-education

Shirky, C. (2008). Clay Shirky Keynote at Web 2.0 Expo [Video file]. Retrieved from http://video.google.com/videoplay?docid=-2708219489770693816#

 

Social Web. (n.d.) In Wikipedia. Retrieved February 27, 2011, from http://en.wikipedia.org/wiki/Social_web

Pie Chart image. Retrieved February 27, 2011 from http://www.patni.com/media/61396/web2_0.gif

Web 2.0 Image. Retrieved February 27, 2011, from http://csslibraryblog.blogspot.com/2007_01_01_archive.html

Critical Thinking Reviewed

Abstract

            A review of critical thinking skills in the week’s required readings, posts, and discussions with colleagues revealed various definitions and viewpoints. While critical thinking is essential in everything we do in life, this week demonstrated why it is necessary for us as researchers and doctoral students. Success in a doctoral program requires learners to be cultivated critical thinkers with skills to generate analytical, logical, precise, and clear thinking; these skills include an ability to look at all angles of an issue, to discern the effectiveness of support for ideas, to identify biases, and to generate new solutions in response to the challenges of professional leadership.

Treatment

            Numerous researchers have put forth definitions of critical thinking. Our cohort identified aspects of these definitions that resounded with us.  One member observed that critical thinking practice leads to transformation. This change is brought about by incorporation of core intellectual skills such as observation, analysis, inference, and evaluation (“Critical thinking,” 2011, “Skills,” para. 1), as well as by character based skills such as empathy, integrity, courage, and perseverance (“Critical thinking,” 2011, “Habits or traits of mind,” para. 2). In contrast, another member put forth that innovation was an indicator of critical thinking development. A highly skilled mind trained to analyze and interpret data and create solutions through innovative means is the gold standard of a great society. For me, the most striking of the critical thinking qualities were being inquisitive, asking questions, and continued practice. Paul & Elder (2001) unite these concepts in their definition of critical thinking found on their website, the Critical Thinking Community. Additionally, they contend, as did an instructor this week, that most thinking if left unchecked “is biased, distorted, partial, uninformed, or downright prejudiced” (Paul & Elder, 2001, “The Problem,” para 1). Therefore, a cultivated critical thinker is one who works to identify, monitor, and improve the quality of their thinking daily recognizing the influence of bias.

The various viewpoints on critical thinking are also encapsulated in this video:

 

 Conclusion

            Although varying viewpoints of critical thinking exist, a unifying concept is that it is a lifelong process that requires constant practice. The ideal critical thinker is aware of the biases that exist in their thinking and actively monitors this. They analyze, assess, strategize, and change as necessary when new information is presented. As articulated this week, the ideal critical thinker is an innovative transformational leader.

Sources

Critical thinking [Video file]. (2009). Retrieved February 20 2011, from http://www.youtube.com/watch?v=6OLPL5p0fMg

Critical thinking. (n.d.) In Wikipedia. Retrieved February 20, 2011, from http://en.wikipedia.org/wiki/Critical_thinking

Paul, R. & Elder, L. (2001). Our Concept of Critical Thinking. The Critical Thinking Community. Retrieved February 20, 2011 from http://www.criticalthinking.org/aboutCT/ourConceptCT.cfm

 

The Heart and Soul of the Matter

I am a psychologist by training and trade. Understanding human behavior governs the majority of my actions and the work I am engaged in, whether as a counselor, filmmaker, or teacher. I first became interested in media and its impact on behavior while teaching ELA and literature to 9th and 10th graders. I noticed that my students became quickly bored with rote presentation of daily materials. Their interest in the lessons peaked, however, once I began to incorporate visual and tactile elements, such as projects, videos, and magazine and newspaper journaling. Later, in my work as a counseling psychologist, I continued to use some of these same elements to help clients work through emotional blockages and connect to inner pain. In fact, I discovered, the use of narratives in particular, was an important tool in helping clients identify and voice many of the issues they faced.

I recall working with a group of teenagers, classified as seriously and emotional disturbed, who created a series of characters loosely based on themselves for a video log. They crafted stories around the characters then video taped themselves acting out the stories. As we viewed and processed the logs, the response from them was overwhelming. Viewing their images recreating these fictitious stories opened them, and allowed them to discuss real life experiences.  That process led to shifts in behavior that were reflected in how they managed conflict and pursued goals. I became convinced that using multimedia forms of communication should be a necessity in any counseling situation.

However, both my undergraduate degree in psychology and my master’s program in psychological counseling (with the exception of one class on Children and Television) had been devoid of any connection of a link between media and the human condition. My interest in the topic continued to grow, especially in relation to how media can influence and effect positive change. This interest influences the work I currently engage in as a filmmaker and an educator.

Recently I was involved in producing a series of short films designed to generate HIV/AIDS awareness. We screened one of the films, Earl's Post Prison Playdate, on a college campus and the message was so powerful, it motivated a majority of the audience to act immediately by getting tested right after the screening at testing stations located outside the venue. I had spent years working to induce change in clients and students and in a few short minutes, a strong emotional visual had incited action that impacted behavior instantly. My goal as a Media Psychologist would be to connect with the heart and soul of consumers in that manner.

As a Media Psychologist, I envision myself understanding consumer needs and delivering solutions that meet those needs. I am interested in developing content that creates connections with consumers based on real human experiences, producing value while offering an authentic voice. Creating environments for storytelling is critical in achieving that goal and from this program I hope to gain the tools to enrich my ability to do so. Ultimately, what I hope to achieve is a greater understanding of how behavior is influenced through consumer interaction with various media types, with the goal of producing better experiences and solutions with media.

Digital communications strategist, Gary Goldhammer, provides an overview of the importance of using narratives in digital communication.  His points are reflective of my philosophy on the topic.