EC&I 831 Week 8 – Social Media Activism

*This post has been written as part of my journey as a Ph.D student through University of Regina.

Weeks 5-7 of this course did not include blog prompts.

Week 8 Blog Prompt

Can online social media activism be meaningful and worthwhile? Is it possible to have productive conversations about social justice online? What is our responsibility as educators to model active citizenship online?

Meaningful & Worthwhile Activism

One of my favourite things about social media is that it reduces barriers in the sense that it can expand our connections. For those with access to connectivity, social media can increase their audience and provide access to information, people, and supports that may not be accessible otherwise.

If you are interested in learning more about how Manitoba educators are using online spaces and tools to address digital literacy, citizenship, sustainability and social justice, I recommend the 2021 ManACE publication, “Education and Technology: Manitoba Teachers and Social Issues“.

Productive Online Conversations

“Is it possible to have productive conversations about social justice online?” If the answer is no then I have wasted a lot of time over the past 10 years. Does this mean that these conversations are easy; not at all. If we are honest, many conversations about social justice are emotionally charged and are challenging face-to-face, not to mention online in the absence of face-to-face ques such as body language, tone, etc. The ability to participate meaningfully in these types of conversation relies on one’s digital literacy skills as they navigate the nuances of their platform(s) of choice. It can be challenging to communicate your thoughts within the parameters of character limits, correct hashtag selection, etc. Add in participants who are there only to troll and create chaos online, bots, platform restrictions such as the inability to edit…. the conversation can quickly be derailed.

For educators and caregivers who are interested in learning more about digital citizenship and social justice within the online sphere there are many resources available via MediaSmarts:

• Young Canadians Pushing Back Against Online Hate (report)
• Talking to Youth and Parents about Online Resiliency (report)
• Digital Citizenship Guide for Parents
• Media Issues – Resources for Teachers (lesson plans, articles, etc)

Educator Responsibility

One of the articles for review this week including the work of Dr. Hildebrandt who argued, “I have a responsibility to use my privilege to speak out and use my network for more than just my own benefit or self-promotion; not doing so is a selfish act.” I agree with this statement and have attempted to use my platform to raise awareness about particular topics including:

• The inequity of remote learning
• MB students a product of their society, not their schools
• Digital equity in Manitoba education
• Indigenous influencers

One aspect that I often feel overwhelmed by, however, is how do I establish and maintain boundaries for myself in regard to sharing (both professionally and personally). I have used Twitter and Instagram (usually the stories feature) to share about various topics including residential schools, the Black Lives Matter campaign, abortion access in the United States… but there are MULTIPLE topics that I haven’t shared about. Does this mean that these topics are not ones that I feel are important? Absolutely not. But there are many times where I feel where I don’t know where to start.

• Do I know enough about the complexities of this issue?
• Am I in a space to begin critiquing the information I find to determine the validity and potential biases of the authors?
• Am I an appropriate person to be sharing this information?
• I’m joining the conversation “late”, should I still jump in?
• I shared about topics happening here but my network algorithm hasn’t shown me topics happening there; how did I not know about this?
• Do I have the time to seek out all of this information ALL of this time?
• How do I still focus on sharing my message about various ed tech topics at the same time as shedding light on these other issues? Do I need to do both?

I am not confident about the answers to any of the above questions and I feel that it is a moving target with a lot of complexities. However, one thing that I do know is that educators DO need to be present in online spaces and they DO need to engage in meaningful ways. While not exactly designed around the topic of online activism I do want to include some of my thoughts on why I believe school administrators (and teachers) should be online.

The following is an exert from a previous article, “Principals on Social Media: Why Should You Get Online“

Defining the important and essential role of ICT education within the vast curricular network of public education has been the focus of recent initiatives undertaken by provincial and territorial governments within Canada.  As of 2015, 11 of Canada’s 13 provinces and territories have established ICT curricular policies that range from infusion and dispersal amongst pre-existing curriculums to structured cross-curricular models and specifically assessed benchmarks (Hoechsmann & DeWaard, 2015, pp. 15-17).  Regardless of the format in which an ICT curriculum is organized, one of the best ways to model the digital literacy and citizenship skills required by students is for principals and other educators to get involved online (Jackson, 2011, para. 18).  In a 2016 study of Canadian teachers, it was identified that the top five digital literacy skills related to social media that students should know are: (1) how to stay safe online, (2) appropriate online behaviour, (3) dealing with cyberbullying, (4) understanding online privacy issues and settings, and (5) verifying the authenticity of online information (Johnson, Riel, & Froese-Germain, 2016, p. 9).  It is time for educators to not only “talk the talk” but to also “walk the walk” when it comes to applying the digital literacy skills we expect from our students.  Furthermore, modelling appropriate use and keeping up to date with new technology programs and tools allows for principals to more effectively support their teaching staff in their technological development as well (Waxman, Boriack, Lee, & MacNeil, 2013, p. 193).  

https://cdnprincipals.com/principals-on-social-media-why-should-you-get-online/