The Lesson: Part 1
Close reading and the ability to engage with text instead of just letting words flow over eyeballs are skills that I enjoyed developing. I was a voracious reader in middle school and read through complete shelves of books in the school library, one shelf at a time.
When I entered high school, it was my creative writing teacher who introduced me to annotation. I had never before dared to mark in a book or on the pristine margins of a photocopied handout. When I did, it set free a different way of reading. I looked closer, thought harder, questioned and relished more.
You would think with my love for reading and annotation that it would be easy for me to convince my skeptical students to give it a try. Cajoling, begging, demonstrating: none of these approaches seemed to work. After a few random and perfunctory underlines and non sequiturs scrawled here and there out of obligation, I tried a new approach.
The Lesson: Part 2
We talked about their drug of choice: Instagram. I asked my seventh graders to explain to me how social media works on Instagram. They told me how to post and share content, use hashtags to label it, and how to add comments to give feedback. We also talked about meaningful vs. meaningless comments.
Then I made a proposal: Imagine this classroom is a social networking platform called desktop and the poem we read is a piece of shared content. What kinds of comments or hashtags would you add to this poem if you wanted comments or feedback?
After they finished, we walked around the room in complete silence using our pens to comment on one another’s desktop posts. Checkmarks for likes, of course.
I have never seen my students so focused, pausing to read and respond over and over. I told them we’d work for seven minutes; they wanted ten.
The Lesson: Part 3
I was part of the conversation, too, and as I scanned the “posts” it became clear how my students position themselves in social media. While there was much thoughtful commentary, there were few connections. Many of the hashtags were appended at random with someone marking #yolo and #swagg on every page, though there was no meaning behind the tag.
Students also tended to bandwagon. There were many comments of: Yes. I agree. Me too. Yup. Good idea. With no extension or challenge to anyone’s thinking. Questions and differing points of view were disregarded altogether.
After the end of the experiment, I led a debrief with each class. They did not fully understand how superficial much of their commentary was.
I was disheartened by the superficiality and their unwillingness to engage in anything that wasn’t trite, cute, or as they put it “double-tap” worthy. (One for a like, one for a repost.) They don’t see social media as a communication genre, but as a self-promotion and posturing venue. Posts are less about the value of the content and more about the analytics: How many likes? How many comments? How many shares?
I think I will try this experiment again, but with more guidance and clearer expectations for communicating thoughtfully.
(Cross-Posted on Sanderling)