I don't own a television. More than five years ago, we sold our TV when moving from across the country and then, as now, I didn't see the point in putting money into buying a new one primarily because there was never anything on. Of course there are moments when we wish we had one. Every summer we wish we could watch the Tour de France. Jon wishes he could watch the Super Bowl at home. And I miss Jeopardy.
With election season upon us, I have been thinking about getting a TV. Over the weekend, we were away for a night at a hotel that had a television and we enjoyed a two hour replay of the California Democratic Debates. While most Americans complain about the saturation of ads and election coverage, it is very exciting and engaging for us when we catch snippets of it. And of course, for the Sheck, fascinating from a technology point of view.
This was especially true yesterday, Super Tuesday. Before I go any further here, let me say openly that I am supporting Barack Obama. And admittedly, I have been relatively impressed by his use of 2.0 technology in the campaign. This article in the Times mentions how many young people flock to his Facebook group. The Facebook page I belong to has 4,185 members and there are other sites to choose from.
And of course there is the use of YouTube. Without a TV, I watched most the debates on YouTube and am grateful for the opportunity. The venerable Elaine Young also got me into candidates' stump speeches on YouTube. Kudos to Hillary, on that front. But there is also the people's use of it, not just the candidates. For example, if I search "Obama" in YouTube, I get 74,400 hits! CRAZY! AWESOME! WOW! ObamaGirl is all over the place and I love the enthusiasm but the more than a million views of the Yes We Can video is what really takes hold of my heart, both for the content (I do indeed believe!) but also for the use of YouTube to mark social change:
While this is not really grassroots in that it is famous people with other famous people, it is still an aggressive use of 2.0 to find people where they are and with what they want to share a message.
But let's also think about the establishment for a minute. While I manned the ref desk late last night, I was kept in the loop by blogs at the New York Times. There is something exciting about major news outlets tauting the value and prominence of blogs to contribute to "all the news that's fit to print".
So, where does that leave the Sheck in her deliberations on television. As this post as made clear to me: what do I need one for? I've got 2.0.
Showing posts with label Facebook. Show all posts
Showing posts with label Facebook. Show all posts
06 February 2008
04 December 2007
Exploring New Technology: Facebook
I've been wanting to write about my new infatuation with Facebook for a while now. But it wasn't until I read this article in the Chronicle, that I started to wrap my head around a post.
For quite some time, I have been debating with myself and colleagues about the role Facebook can play in Library service. The most esteemed DR. Elaine Young always makes convincing arguments as to how Facebook has not only augmented her class's participation but also the quality of that participation. And now that I am on Facebook, I can see how it is a far more adaptable and engaging venue for class interaction than the god forsaken WebCT.
Oh, and yes...I now have a profile on Facebook.
But it is a personal profile.
And that returns me to my ceaseless debate on where Facebook belongs. As the Chronicle piece pointed out, there are some hefty consequences to "friending" a student on Facebook. For both of you. For students, it brings you closer to faculty than you might ever have been. It makes them into a real person, with real interests, real friends, real humor, real friends. But there are reprecussions to that. Faculty, who are people too let's remember, can only show their faculty face to students.
I can't help but think about the role of the librarian in this in two ways. First: librarians are not viewed the same as faculty, even if we have faculty status. Librarians are guides, friendly faces that students choose to interact with rather than are forced to face in a class environment. We are less threatening. We are there to help, not to grade. So perhaps the role librarians face in Facebook is slightly different than faculty. That said, librarians today are charged with helping their entire college community, not just the students. We are there to help faculty too. My talk at Computers in Libraries this spring (really excited about that, by the by) focuses on the role of the librarian in teaching faculty about technology that students and librarians are quick to embrace. Facebook is one of the highlights to the show.
As librarians try to help faculty face 2.0 technologies, it is just as important to educate them about the implications of their participation in that technology as it is to incite their interest and enthusiasm for it. If we do not present a balanced view of the technology, if we do not look at what we can gain but also lose in using it, than we are only feeding faculty into the same flames from which we are trying to rescue our students. THIS IS ALL ABOUT INFORMATION LITERACY. Making edcuated decisions about how to use technology is having a clear understanding of all that technology brings with it.
This is where I get on my high horse and encourage librarians to get out there and work with their faculty to help them navigate these murky waters. Let's help faculty embrace new things but also help them avoid pitfalls that cause embarrassment, uncertainty, and a rejection of the power of collaborative computing.
There are a lot of amazing applications of Facebook in the classroom and in the library without having to put yourself in an uncomfortable position for you, your faculty, or your students. With the vast number of applications and groups out in Facebook, chances are that there is a group that you could encourage your students to join that deals with issues you are studying in your course. Liven it up a bit!
But I feel like faculty need to hear that it is okay to keep their personal lives to themselves. It is okay to not friend your students. It is okay to play in Facebook for your own good. I found friends that I went to camp with when I was 12. We are just as entitled to having a space to ourselves as students are.
For quite some time, I have been debating with myself and colleagues about the role Facebook can play in Library service. The most esteemed DR. Elaine Young always makes convincing arguments as to how Facebook has not only augmented her class's participation but also the quality of that participation. And now that I am on Facebook, I can see how it is a far more adaptable and engaging venue for class interaction than the god forsaken WebCT.
Oh, and yes...I now have a profile on Facebook.
But it is a personal profile.
And that returns me to my ceaseless debate on where Facebook belongs. As the Chronicle piece pointed out, there are some hefty consequences to "friending" a student on Facebook. For both of you. For students, it brings you closer to faculty than you might ever have been. It makes them into a real person, with real interests, real friends, real humor, real friends. But there are reprecussions to that. Faculty, who are people too let's remember, can only show their faculty face to students.
I can't help but think about the role of the librarian in this in two ways. First: librarians are not viewed the same as faculty, even if we have faculty status. Librarians are guides, friendly faces that students choose to interact with rather than are forced to face in a class environment. We are less threatening. We are there to help, not to grade. So perhaps the role librarians face in Facebook is slightly different than faculty. That said, librarians today are charged with helping their entire college community, not just the students. We are there to help faculty too. My talk at Computers in Libraries this spring (really excited about that, by the by) focuses on the role of the librarian in teaching faculty about technology that students and librarians are quick to embrace. Facebook is one of the highlights to the show.
As librarians try to help faculty face 2.0 technologies, it is just as important to educate them about the implications of their participation in that technology as it is to incite their interest and enthusiasm for it. If we do not present a balanced view of the technology, if we do not look at what we can gain but also lose in using it, than we are only feeding faculty into the same flames from which we are trying to rescue our students. THIS IS ALL ABOUT INFORMATION LITERACY. Making edcuated decisions about how to use technology is having a clear understanding of all that technology brings with it.
This is where I get on my high horse and encourage librarians to get out there and work with their faculty to help them navigate these murky waters. Let's help faculty embrace new things but also help them avoid pitfalls that cause embarrassment, uncertainty, and a rejection of the power of collaborative computing.
There are a lot of amazing applications of Facebook in the classroom and in the library without having to put yourself in an uncomfortable position for you, your faculty, or your students. With the vast number of applications and groups out in Facebook, chances are that there is a group that you could encourage your students to join that deals with issues you are studying in your course. Liven it up a bit!
But I feel like faculty need to hear that it is okay to keep their personal lives to themselves. It is okay to not friend your students. It is okay to play in Facebook for your own good. I found friends that I went to camp with when I was 12. We are just as entitled to having a space to ourselves as students are.
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