So happy to be here today… only sorry to have missed the first 2 days of the conference. “Zooming out” to consider DIGITAL IDENTITY & NETWORKS… understanding of both is critical for us as scholars & as teachers.
CONTEXT… 4 hashtags from my Twitter feed
Following #DIGPED for the past 3 days (Digital Pedagogy Lab – Cairo) Educators working together considering challenging questions… like us here
I have followed #DIGILIT for several years… people such as Josie, Doug, Helen & others share resources and are willing to engage in conversations.
Hashtag across many sectors – primary, secondary, higher & community education, informal education, and beyond.
Zooming out further again… hashtags of current community, social, political & human rights issues.
How can I follow these conversations? How can I connect with these people? Engaging in NETWORKED PUBLICS… public space…
These few tweets are examples of PARTICIPATORY CULTURE (aka Web 2.0) Henry Jenkins coined this term, about 10 years ago, in response to the concept Consumer Culture.
Powerful example here in Ireland…
Q: What are the LITERACY PRACTICES of participatory culture?
Q: To what extent are we acknowledging, supporting & developing these literacy practices in HE?
One view of how HE will change… IS changing… is this quote by Joi Ito, Director of MIT Media Lab. A: Students come to HE as networked individuals, with existing IDENTITIES, NETWORKS & informal learning PRACTICES We tend to ignore those
Q: What are our responsibilities as scholars in networks?
Not a choice! Often all 3…
IDENTITY: >> Ascribed, role – institutional structures >> Chosen, created – networked culture
Q: So why don’t we do this? What stops us?
My research: BALANCING PRIVACY & OPENNESS
2 Concluding Statement:
#1. It is important to be a public scholar – in networked publics… And to think about our responsibilities in networks. This requires thinking about our digital identity / identities AND a willingness to listen/learn & connect/share.
#2. It is vitally important for our students… their identities are developing. Learning is an identity project, after all. We can model public scholarship – how to learn in networks, have a voice in networked publics – how to speak, collaborate, care.
This is not without cost – in time, thought & care. Sometimes, it feels a bit like this!
BUT… being active, as a scholar and as a person, in networks has improved my life immeasurably… and part of that has been to intentionally support students in developing their own identities and voices – not necessarily on Twitter or Moodle or Mahara – but on the web, in public.
We can move towards our students and towards one another, in networks.
Colm McCann: “We have to build our half of the bridge… no matter who or where we happen to be.”
Exploring Our Digital Identities
Image CC BY-NC-SA 2.0 Ed Yourdon
Ed Yourdon (1944-2016)
Exploring our digital identities
Catherine Cronin, NUI Galway
#eportfoliohub16 23 March 2016
Image: CC BY-NC 2.0 Roo Reynolds
the imagined collective
(people + tech + practice)
low barriers to
artistic expression & civic engagement
strong support for
creating & sharing
members believe their
multimedia ✓ voice / choice
networked ✓ topic / content
social ✓ genre / tone
purposeful ✓ space / place
collaborative ✓ time / duration
“I don’t think
education is about
anymore; rather, it is
the process [of]
as a node in a broad
network of distributed
@Joi Ito (2011)
Slide: CC-BY-SA catherinecronin Image: CC BY-NC-SA 2.0 yobink
Networked participatory scholarship
is the emergent practice of scholars’ use of participatory
technologies and online social networks to share, reflect
upon, critique, improve, validate, and further their
In courses organized as networks… course activity
takes place in distributed online fora. This type of online
course breaks away from the norm of 20th century
university scholarship by positioning knowledge around
social connections rather than around content, enabling
scholars to re-envision teaching instruction, their role as
teachers, and the ways that knowledge is acquired.”
Veletsianos & Kimmons
Image: CC BY-SA 2.0 Catherine Cronin, built on original Networked Teacher image by Alec Couros
Image CC BY-NC-ND 2.0 maistora
we wear many different hats…
Learners need to practice and experiment with
different ways of enacting their identities, and adopt
subject positions through different social
technologies and media.
These opportunities can only be supported by
academic staff who are themselves engaged in
digital practices and questioning their own
relationship with knowledge.
- Keri Facer & Neil Selwyn
boyd, danah (2010) Social network sites as networked publics: Affordances, dynamics,
and implications, In Papacharissi, Z. (ed.), Self: Identity, Community, and Culture on
Social Network Sites, Routledge, New York.
Digital Pedagogy Lab www.digitalpedagogylab.com/ @digpedlab
Facer, Keri & Selwyn, Neil (2010). Social networking: Key messages from the research.
In R. Sharpe, H. Beetham & S. de Freitas (Eds.) Rethinking Learning For A Digital Age.
Ito, Joi (2011, December 5) In an open-source society, innovating by the seat of our
pants. The New York Times.
Jenkins, Henry (2006) Confronting the Challenges of Participatory Culture: Media
Education for the 21st Century. John D. and Catherine T. MacArthur Foundation,
Miller, Danny (2013). Future Identities report. Foresight Project, DR2.
Stewart, Bonnie (2016) Academic Twitter: The intersection of orality and literacy in
Veletsianos, George & Kimmons, Royce (2012) Networked participatory scholarship:
Emergent techno-cultural pressures toward open and digital scholarship in online
networks. Computers & Education, 58(2), pp. 766–774.
White, David, et al (2014) Evaluating digital services: A visitors and residents approach.