While completing this unit I have been exceedingly enlightened by studying the use of popular culture tools within the 21^st century classroom. I have realised that the Internet has changed significantly from its origins and it has happened without me even noticing. What used to be a source of information made by others about what they thought the consumers wanted to read/know/watch/play/experience has become so much more, the user centred generation has taken over. The consumers are creating their own information products based on their own interests using Web2.0 tools and activities (Jenkins, 2006).

The Status in My Own School Setting

It was only recently that a teacher approached me to ask questions about setting up a blog for her students, as she was a very unique situation. The teacher’s partner had been diagnosed with cancer and she did not know if and when she would need to take time off to care for him. She wanted to set up a blog so she could keep in touch with her students while completing their coursework. She wanted the students to be able to ask questions or post up drafts and ideas for her to comment upon. Her idea has proven to be a success and it sparked an interest in other teachers for the inclusion of blogs within our school.

With this and as research for the youth, texts and popular culture assignment I decide it would be a good idea to go on the hunt for the current school policies that covered information and communication technologies within the school. Among the many documents I found was the student ICT agreement. This was a type of contract that outlined the terms of Internet use for students. It stipulated that Internet privileges would be cancelled if students were found to have looked at inappropriate pictures and videos, played games during class and sent inappropriate content via email amongst other infractions. Surprisingly this particular document did not mention anything about cyberbullying, social networking sites or any other Web2.0 websites. Even more surprising was that this document was last amended in 2006.

Currently Internet safety and etiquette is promoted throughout the schools computer labs using informative posters but it is not intertwined with the curriculum.

I do not believe this is an adequate situation for the students. As a teacher librarian I believe I am in an excellent position to transform my school to become better equipped to include Web2.0 activities for the benefit of my students but also prevent and deal with the issues that may arise including cyberbullying.

The Action Plan – Transforming My School

While studying youth, culture and popular texts I have seen the benefits of using Web 2.0 software in the classroom and how it enables students become part of a participatory culture, which is essential for success in modern society (Jenkins, 2006).

While using the Internet to consume information in traditional ways students are also able create their own information products, changing from mere consumers to producers. With the introduction of Web2.0 tools including blogs and social networking sites the relationship between young people and the Internet is changing, and the education system has started to respond (Jenkins, 2006).

When we weigh up the benefits of providing young people with access to Web2.0 activities and tools in schools, as opposed to the negatives of blocking access, I find it is far more beneficial for them to be able to use digital technologies to their full extent. It is a more relevant learning tool to the digital centred generation and it bridges the gap between what they are able to do at school and at home (Dezzuani, 2010; Byrne, 2008).

This is the inclusion what Dezzuani (2010) refers to as innovative pedagogies as outlined in the table below.

There are always going to be risks involved when introducing these kinds of activities in schools. The issue of cyberbullying is ever present in this digital world. There is a chance that students will become the victims of cyberbullying or even intentionally or unintentionally engage in bullying activities themselves. Therefore creating a feeling of digital responsibility and respect is essential to prevent these kinds of behaviours.

Students’ creating their own knowledge products within school is a great power and with great power comes great responsibility, which is what I aim to evoke in my students.

To prevent cyberbullying in my school and to ensure my students are responsible and respectful Internet users, Dezzuani (2010) suggests creating an action plan when mapping the future direction of ICT and cyberbullying education.

Creating a plan includes -

–Deciding on two or three initiatives you can realistically implement.

–Giving yourself a ‘doable’ timeframe to make these initiatives happen.

– Making a plan for how to undertake these initiatives.

–Reviewing and reflecting on the outcomes of the initiative.

–Deciding on two or three new initiatives.

(Dezzuani, 2010)

Looking at the current situation in my school I have three main objectives

Throughout this unit I have collected some very useful and informative resources that will help me on my path to creating and completing this action plan. Ford provides some excellent strategies for the prevention of cyberbullying in schools, which I have previously discussed here. The Australian media and communications authority’s website Cybersmart also provides some excellent strategies and helpful resources for students of all ages as well as parents, teachers and teacher librarians. These will help me to create some realistic initiatives to implement within my school.

With the information and strategies I have learnt while completing this unit I believe I am now very well equipped to take action. I will be able to effectively create and implement strategies within my school for the prevention of cyberbullying and ensure my students are able to embrace new forms of internet technology while being responsible and respectful internet consumers.

Posted by Liana 

References

Byrne, Alex. (2008). Web 2.0 strategy in libraries and information services. The Australian Library Journal, 57(4), 365-376.

Retrieved on 25/08/11 from

http://au.vlex.com/vid/web-2-strategy-information-services-57045834

Dezuanni, M. (2010) CLN647 Youth, Popular Culture, and Texts: Lecture 9 [Slides & Audio]. Retrieved from

http://blackboard.qut.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_75617_1%26url%3D

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J. & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21^st Century

Retrieved via Informit search 13^th October 2011