Thoughts on: Sharing Information

Reflection

I came across this post by Tom Whitby today, and it sort of made me smile. The post amounts to a well-written rant about the online culture of information exchange and sharing. While just about every social media tool allows users to participate at varying levels of actual participation, there is something to be said for taking that step into contributing to the discussion by sharing pre-existing information of interest or information straight from your own brain.

When I look back at my own relationship with my personal learning network, I realize that I spent the first year or so only participating passively, receptively via my RSS feed. I didn’t use my Twitter account yet, and I didn’t blog about my experiences in academia. However, I was reading posts of interest and building my subscription list. I was also tagging and saving posts of interest via Diigo (which I found to be a valuable archiving tool). About a year into what I now realize was my unguided attempt at self-directed professional learning, I began sharing articles I found on my RSS feed with the Twitter #esl community. I slowly began following fellow educators after I sat in on a #ellchat Tweetchat session. It was my first experience with the synchronous use of Twitter, and I was hooked. After some fumbling around with netiquette conventions, I found myself interacting with Twitter followers and freely sharing information I came across via RSS feeds and other sources.

While lurking is an acceptable form of social media use, Whitby is onto something:

If we are to benefit from the Internet as a profession or a society we need to feel an obligation to be more than takers. We need to be makers and exchangers as well. We need to keep the exchange alive by not counting on the few, but by involving the many. We need to believe in the premise of Share and Share alike.

One of the best things about collaborating and learning online via social media is the fact that both novice and experienced teachers have a voice. It can be kind of daunting or scary to think that people will read and judge you based on what you share online, but when it comes down to it, your voice is only as loud as you make it. Everyone has something to say, and even novice teachers should not stifle their voices in fear of reproach.

Thoughts on: A study about novice teachers and their social support networks

Reflection, Teacher Support

I have begun my examination of novice teachers and their personal learning networks by reading a study published in TESOL Quarterly (2012) called Novice ESOL teachers’ perceptions of social support networks. I find it inspiring and informative with regard to my own research related to social support and ESL professionals.

The article (Brannan, D. 2012) describes three main sources of support reported by participants in the study: mentors, coworkers, and family. Of those three sources, only family was viewed as providing the affective support necessary to foster overall well-being and health in the novice teacher participants with relation to their perceived efficacy. That being said, the support from family did not seem to provide adequate pragmatic and technical support for the novice teachers. Both branches of support were deemed necessary for overall effective teacher development and success (perceived efficacy in the study).

With regard to this study, I aim to extend the social support network into the digital realm. Professional teachers and novice teachers currently participate in PLNs (personal/professional learning networks) mediated by online tools like Twitter, RSS feeds, Diigo, and other social media tools. I wonder how participants in the Brannan study would have responded with regard to these sources of social support. It seems that a novice teacher would be able to receive ample pragmatic and technical support via social media and other online tools (whether actively or passively). It also seems probable that a novice teacher might receive affective support via social media and other online tools from both their personal and professional online networks.

I’m excited to explore this topic further as my research continues.

References:

Brannan, D., & Bleistein, T. (2012). Novice ESOL teachers’ perceptions of social support networks. TESOL Quarterly, 46(3), 519-541. doi: 10.1002/tesq.40