Social bookmarking in education


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This presentation raise questions about which ‘new’ literacies are relevant in school to prepare students for reality in information society and how this is combined within the subject and organisation of collaborative learning activities.

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Social bookmarking in education

  1. 1. Social bookmarking in education
  2. 2. Future? The technolgical inventions can lead to a radical shift in the educational systems and learning activites, but if we wants that to happen it require innovations not only invensions (Jacobson & Reimann, 2010) CC BY-NC 2.0 by Trondheim Byarkiv Sutherland, R. (2009). Improving classroom learning with ICT. Milton Park Abingdon Oxon ;;New York NY: Routledge. Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from
  3. 3. Teaching material?"Finding and organizing online content related topersonal interests and learning objectives can be adifficult task, given the quantity of information onthe web and the ease of adding more.”
  4. 4. • Web 2.0 in education emphasize the co- construction of knowledge, and the use of knowledgeable external sources.• But just how is the students‟ knowledge collaboratively constructed on the Web?
  5. 5. Diigo• Sharing bookmarks in Diigo involves – making up tags – share Web bookmarks with one another, – share description, – highlighted text, and – discussion around the bookmarked page.
  6. 6. Discussion on the topic of Darwin and evolution.
  7. 7. Discussion on the topic - in Diigo
  8. 8. Learning in a social bookmarking siteMany opportunities for learning in a socialbookmarking site, - selection and reading of external material, discussing, commenting, and highlighting. - tagging items can assist students in individually and collaboratively structuring information
  9. 9. Categorization of concepts - in science education• Classification is of fundamental importance in natural science• To work with the relationship between everyday and scientific concepts is fundamental in educational activities.• Learning scientific concepts belongs to specialised literacy, a subject specific discourse.
  10. 10. Social bookmarking in practice - the teacher‟s view• The idea of using Diigo was from the teachers point of view that students and the teacher could : – build a common content collection‟ – jointly discuss the content of the information – build a conceptual cloud / tag cloud – folksonomy – work individually in collaborative tools
  11. 11. Social bookmarking in practice - the teacher‟s view• Students formulate their own questions about evolution and typed the question in Diigo• Searched for information that were relevant• Save the information in the common group• Tag with the most important concepts/words in the text and "highlight" the central parts of the content and write comments about the highlighted content.
  12. 12. Teachers‟ experiencesAtt i Diigo gemensamt möta information har ipraktiken visat sig fungera* – Eleverna ser andras understrykningar och kan göra egna, samt att sätta ”post-it” lappar på sidorna och där kommentera innehållet. – Genom detta uppstod samtal om innehållet, samtal som fångades upp och utvecklades under lektionstid – Dialogerna har inte varit begränsade av tid och rum utan fortsatte mellan undervisningstillfällena * Lärarens reflektioner efter att ha genomfört undervisningen Se:
  13. 13. Teachers‟ experiences“En av de största fördelarna med verktyget var attvi snabbare kom till en annan nivå, där vi utifråndet vi förstår av informationen kan diskuteraviktiga frågor i t.ex. genteknik istället för att ”baralära oss fakta”.”* * Lärarens reflektioner efter att ha genomfört undervisningen Se:
  14. 14. Teachers‟ experiencesAndra fördelar med att använda Diigo – information som eleverna möter är mer aktuell och – att vi arbetade med ett vidgat textbegreppet, att – eleverna tvingades även läsa igenom informationen på ett annat sätt när de skulle tagga, markera viktiga delar * Lärarens reflektioner efter att ha genomfört undervisningen Se:
  15. 15. Analyse of students tagging
  16. 16. Analyse of students taggingAs one would expect when trying novel technologyin class, results were mixedThe students – collaboratively created a resource of multimodal texts and in this work the categorised the texts – were exposed to all kinds of texts, highlighted important parts – discussed the bookmarked items in Diigo
  17. 17. Analyse of students taggingStudents tagged in very different manners andseveral students did not tag at allProblems with tagging – many unscientific terms occurred – misspellings and use of synonyms
  18. 18. Discussion• Keyword tagging is a difficult task, when using social media in education more effort has to be spent on skills such as tagging• Tool provides affordances for co-constructing knowledge in the class, but to understand/learn the scientific concepts and learn how to tag information in a tool that requires specialized kinds of digital literacy
  19. 19. Demanding balance for the teachers (andthe students) between teaching subjectspecific knowledge and introduce newcognitive artifacts, where is the need forat the same time teaching digital-literacy
  20. 20. DiscussionDigital literacies can not be separated from otherliteracies such as categorisation, and these skillscan not be separated from subject specificknowledge and the social and collaborativefunctions of tools (Knutsson et al, 2012)
  21. 21. DiscussionTo appropriate scientific knowledge just classifyingand tagging text is not enough, – one suggestion based on the case here is to combine the tagging possibilities in a tool such as Diigo with concept mapping (tools) – further pedagogical step would be to analyse and rearrange the students tags and the tag cloud
  22. 22. This presentation raisedquestions about which„new‟ literacies arerelevant in school toprepare students for realityin information society andhow this is combinedwithin the subject andorganisation ofcollaborative learningactivities.
  23. 23. References and further readingBuckingham, D. (2006). Defining Digital Literacy: What do young people know about digital media? Digital Kompetanse: NordicJournal of Digital Literacy, 1(4), 263-276.Karlström, P., Cerratto-Pargman, T., & Knutsson, O. (2008). Literate tools or tools for literacy? - A critical approach to language tools insecond language learning. Digital Kompetanse - Nordic Journal of Digital Literacy, 3(2), 97-112.Knutsson, O., Blåsjö, M., Hållsten, S. & Karlström, P. (2012) Identifying different registers of digital literacy in virtual learningenvironments, Internet and Higher Education (2012), doi:10.1016/j.iheduc.2011.11.002. Article in press.Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for LearningEnvironments of the Future (pp. 205-232). Springer US. Retrieved from, S. R. (2011): What counts as knowledge: learning to use categories in computer environments, Learning, Media andTechnology, DOI:10.1080/17439884.2011.573149Ludvigsen, Sten & Mørch, Anders Irving (2003). Categorisation in Knowledge-Building: Task-specific Argumentation in a Co-locatedCSCL Environment, In Barbara Wasson; Sten Ludvigsen & Ulrich Hoppe (ed.), Proceedings of the International Conference onComputer Support for Collaborative Learning 2003 (CSCL 2003). Kluwer Academic Publishers. ISBN 1-4020-1383-3. s 67 – 76The Horizon Report: 2009 K-12 Edition (2009) The New Media Consortium and the Consortium for School Networking
  24. 24. All images from (unless specifically stated)Image & licensing info in the notes section of slidesPresentation licensed: Creative Commons BY-NC-SAThe presentation can be downloaded from: or @niklas_karlssonDoktorand vid Institutionen för biologi och miljövetenskap.