Using Social Media as a Tool for Critical Dialogue. Or I Heart Facebook.

During a recent lunch break I sat with a group of fellow graduate students and full time faculty members as the conversation turned to New York City children and the degree of independence they seem to have at increasingly earlier ages compared to their non NYC counterparts. Walking or even taking the subway or bus alone to and from school by age 11 is not uncommon among NYC kids. Because of this, having a cell phone at that age or sometimes even earlier is also not uncommon. One of my colleagues remarked that some of her child’s friends have not only had cell phones, but have also had Facebook accounts since the age of 8 or 9. This baffled all of us. “What do they DO with it,” I wondered out loud. “What does anyone do with it,” pleaded one of the faculty members. Everyone laughed, nodded and moved on to a new topic before I had the chance to articulate my response to that question. So here is my attempt an answer.

I have spent a good deal of time thinking about what people do with Facebook. I have spent a good deal of time thinking about what I do with Facebook. I have spent a good deal of time on Facebook. Yes, it can be a great tool for procrastinating. It is possible to spend hour upon voyeuristic hour peering into the lives of new acquaintances or old high school classmates you have not seen in person for more than a decade (thereby making that anxiety-inducing social event known as “the high school reunion” completely unnecessary and obsolete). For many of us, Facebook is a much bigger draw that compels us to sit down at the computer than our dissertations will probably ever be. But, as I have come to appreciate, it is so much more than that.

Firstly, it occurred to me recently that it’s how I get the majority of my news – political, cultural and otherwise – and news from a wide variety of sources. I suspect this is true for many of us. Who has time to peruse the NY Times, the Guardian, Salon, CNN, the BBC, PBS, The Rumpus? Not to mention all the blogs there are in the world to keep up with – literary blogs, parenting blogs, food blogs, the list goes on. And why should we spend our time “surfing the net” (as it used to be called), when two or three hundred of our friends will find the highlights and link us to them via our “newsfeed”? Also, given that nearly everyone in my life, past and present, is now “on Facebook,” my newsfeed is often filled with tidbits from the perspectives of people from every walk of life, every political persuasion, and many different religions and spiritualities. (Of course, I have blocked the racists and the homophobes, so that I don’t have to look at their “news” on a daily basis). But this isn’t even what I like best about Facebook.

The best thing about FB is that it elicits all kinds of conversations that would never or rarely take place anywhere else. For instance, the wall conversation I recently witnessed between my father, a vegetarian and compassionate animal-rights activist, and one of his brothers, a gun-toting, deer-hunting woodsman on the issue of gun control. A few others joined in on the conversation, weighing in on both sides. And I’m pretty sure that neither my father nor my uncle changed his mind on the topic, but both were engaged and respectfully dialoguing with each other in a way that I have never seen happen in person. These two brothers speak to each other occasionally, but have little in common and when they talk in person it rarely goes beyond small talk.

Another conversation I just participated in happened when I posted this video from Feministing.com, which is a response to the recently released single from R&B sensation, Beyoncé, “Who Run the World (Girls).”

My post admitted that I had been trying for days to articulate to myself just what it was exactly that irked me about the Beyoncé song and possibly more so about the video. I was excited when I came across this vlog, posted by another FB friend, and I just had to “share.”

The friends who left comments on my post included a twentysomething Mormon housewife who lives in the Midwest with her husband and infant son, one of my college students from last year who spent the early part of her childhood in Guyana, and later in Queens, and a fortysomething documentary filmmaker originally from Bosnia by way of San Francisco. When or where else on earth would a conversation between these three people ever have been possible? That this sparked a wide range of responses from a diverse group of people is not even the most important part for me. What I think is also tremendously notable is the way that FB allows for critical dialogue on… pretty much anything. Sure these kinds of conversations happen in academia all the time. There is nothing remarkable about analyzing a Beyonce video from a feminist perspective in a liberal arts classroom or in an academic journal on pop culture. But Facebook is a unique space outside of the university where the masses have sought to gather and do something very communal, very democratic. They have endeavored to think together. And to share this thinking in a forum that does not privilege one type of discourse over another. From the political to the personal to the academic, anything goes. When you post something on your wall, you open the conversation to anyone who wants to join in (unless of course you’ve decided to block them from being able to see your posts, but most FB users, I’ve found don’t even know how to use that function). I think it is possible to say that, to some degree, this type of space also exists in other non-academic crevices of “the internets.” But how many of those spaces do you share simultaneously with your romantic partner, your co-workers, your midwife, your old therapist, your dad?

Scenes From a Classroom

Last month there was a spirited discussion on this blog after James Hoff admonished us to rethink our use of technology in the classroom. He made several excellent points about the potential downsides to using technology with our students and pointed out the danger in not encouraging students to be wary, even critical, of big-business sites like Facebook and YouTube. Although I agreed with a lot of what James wrote, I thought his responders too brought up some great points in opposition, and I found the discussion that followed in the comments thoroughly engaging. But given that almost all of that conversation tended towards the theoretical and the non-personal, I think it’s worth adding to the discussion some highlights from real-life moments in a classroom.

After teaching Writing to first-year students for over eight years, a few weeks ago I experienced a “first” in the classroom. One of my students read a paper out loud to the class in which he came out as gay. In this day and age this may not seem all that remarkable – especially considering that the younger generations seem to be more accepting and less homophobic with each year that passes. Still, in a world, a country, a state that does not give gay people the same rights that everyone else has – namely, the right to marry — and in a city where the number one insult hurled on the playground is still “faggot” (I personally heard it shouted 3 times by three different boys recently), I find my student’s decision admirably brave. In his paper he spoke about coming out to a small group of friends and family as a gay teen in North Carolina and how he eventually started posting videos on YouTube instructing other teenagers on how and when to come out.

[youtube]http://www.youtube.com/watch?v=CPwQGCjaGho[/youtube]

Even though he was used to coming out online, in the classroom he was visibly nervous — his voice cracked and his hands shook as he read. Later, as we discussed the student’s essay, I was impressed when a few students in the class were able to note the irony of the situation – that the physical proximity involved in facing a handful of your peers, can be much more intimidating than divulging even the most intimate of secrets to thousands or even millions of people in the safety of cyberspace. True, my student agreed, though people may leave comments on YouTube videos, it is a different and often less intense moment of exchange than the face to face. To be sure, I have felt the reality of this in my own life as well as in my teaching. It is one of the reasons I use blogs or BlackBoard as an integral part of my course each semester. It doesn’t always work exactly how I want it to, but I use these technologies in the hopes that it will enhance face to face interaction and enrich classroom discussion, not replace it. I would argue that my student’s experiences on YouTube likely paved the way in giving him the courage to come out in person in a public way, such as he did that day in our class.

Classrooms can be intimate settings. In a discussion-based class where students are given the space to think about ideas – their own and others – and they are invited to share their questions and reflections with peers, conversation can have all the excitement of discovering a new friend or even a new romantic relationship. I have been in both positions – as a teacher and as a student- in classrooms where the group is invigorated by the level of discussion and the energy in the room is electric as the world of ideas opens up before us. As a student, I have had the same experience with online discussion as well – where everyone is online, checking the discussion board several times a day, thoroughly absorbed by the course content and what each person in the class has to contribute to the discussion. I am trying to figure out how to replicate this in my own teaching. Most of us who have been teaching for any length of time know that when a class is working well, the instructor doesn’t even need to be present – students are able to generate lively discussions all on their own and sustain them. But let’s face it, sometimes we get a class that just won’t talk. I happen to have just such a class this semester. I have struggled terribly with this incredibly taciturn group all term, trying every trick in my WAC arsenal to get them to open up and talk to each other. But often the class ends up feeling like a question and answer session rather than a group discussion. And even online our discussions don’t seem to ever pick up much momentum.

Still. One day a few weeks ago after a stilted yet somehow contentious conversation about social class in America, (we were discussing a Dorothy Allison essay in which she explores and explains her working-class identity), I went home and tried to compose, to the best of my ability, a summary of the discussion based on my memory and a few notes I had taken during the class. I typed the summary and posted it on BlackBoard and invited students to add to it or to change something if they’d felt I’d misremembered or misrepresented something they had said. No one changed or challenged a thing, but two students did make posts in which they shared some of the things they had been thinking, but had not shared in the moment. Both students explained that it had taken them some time and some distance from the conversation for them to process and articulate their thoughts. Both students made excellent, thoughtful posts that were moving and personal. And although no one else in the class responded to either of the posts (I did), I could see that their posts were heavily viewed and so I felt like their contributions enlarged the discussion in some way.

Somehow, even though my class this semester is struggling to communicate with each other face to face and via technology, I can see that both venues have value and both go a long way towards drawing our students in to a public conversation about the world around us. Becoming part of a public conversation is a process, and feeling entitled to participate fully in that conversation might take longer for some than others, but as educators, it is our duty to encourage students to participate via whatever means are at our disposal. It is when technology takes time away from students’ opportunities to engage in the conversation that I think the real dangers arise.

Touching, Feeling

Teaching the music of Tori Amos, Bjork and Coldplay to a group of 5th graders would not seem an obvious pedagogical choice, but a Staten Island public school teacher’s passion for alternative and indie rock has led him to do just that.

In a YouTube video that has been recently floated around facebook, the PS22 choir sings Coldplay’s Grammy award-winning “Viva La Vida.” Check out the kids as they perform here with great feeling.

[youtube]http://www.youtube.com/watch?v=u_tcE4rWovI[/youtube]

I have liked Coldplay’s song since I first heard it last year, but have puzzled over the song’s meaning. The lyrics, I think it is accurate to say, tend toward the esoteric. So I can’t help but wonder what these kids in the choir think the song is about – or what it might mean to them. But more than that, I find it interesting that these students are somehow making a connection, if not exactly to the meaning of the lyrics in the songs they sing, then to the music – to the harmonies and melodies that they are learning. I imagine that the teacher, known as Mr. B., has supplied them with some sort of interpretation for the song, which makes religious and historical references. And yet, I suspect there’s more behind the emotion displayed here than the students’ ability to have tapped in to the song’s meaning. My suspicion is that the connection being made here is also in large part about Mr. B. – maybe even more so than it is about the actual music.

As a writing instructor and graduate student specializing in Composition Studies, I have spent much time thinking about pedagogy and best practices for engaging students. Watching this video reminds me that a good teacher can often get his or her students excited about any subject if they themselves are passionate about what they teach. Mr. B. keeps a running tab of the choir’s accomplishments (there are many) on blogspot.com; with a quick glance at the blog, his enthusiasm for the music and for the kids is evident. Mr. B adores this music and the kids adore him. He is clearly a gifted teacher, able to communicate his passion for these songs, which in turn, enables the students to learn them and to love them too.

In the midst of composing this post last week, I learned the sad news that CUNY had lost one of its own gifted teachers. Eve Kosofsky Sedgwick, a brilliant scholar, was also a thoughtful and dedicated professor who made non-traditional pedagogical choices in her classroom and inspired passion and creativity in her students. As many take time to remember her in the coming weeks, I wonder how the Staten Island students will remember Mr. B. How will his atypical way of communicating his passion for music stay with these kids and transcend the usual music education most receive in elementary school?

Communication, the MTA and You!

Has anyone else noticed the new signs on the subway? For the second time in two years, the MTA is conducting a survey of its riders. I don’t remember seeing the signs when they were doing the survey the first time around, but it was apparently some time in 2007, and they wanted to know what suggestions we had for making the subway system better. You can go to to their website and see the results — what they call the “Rider Report Card.”

Now the MTA wants to know exactly how and why we New Yorkers get around the city. When I first saw the advertisement for the survey I was skeptical. I couldn’t help but wonder if they were actually going to take our feedback seriously or if this was just a public relations move to get us all to feel a little more hopeful that better commuting days are ahead. When I got home, I went online to learn more about the survey. As it turns out, the MTA has contracted an outside firm, Nustats, to gather this information for them. Somehow, the fact that they are investing money to do this made me feel a little more confident that the MTA is actually making an attempt at genuine communication with its customers.  However, I found two things rather peculiar: The MTA does not actually mention this current survey on their web page; I actually had to google “MTA Survey” to find it. Also, the survey is not being made available to the public via the internet. In order to participate you need to either download a paper form from a PDF file or call a toll free number and take the survey over the phone. I’m curious about those choices. I’m also curious about the $500 prize they are giving out weekly to one survey participant who is to be chosen at random from a drawing. If you’re interested, go to:

http://www.nustats.com/mta/

As the presidential election approaches I find myself thinking a lot about communication between institutions and individuals and wondering how much weight does the individual voice carry. But also, how important is it that individuals feel their voices are being heard? Will the chance for $500 entice subway riders to actually pick up the phone or download the file and participate in this survey? How sincerely does the MTA actually want us to?