Innovative Pedagogies:
YouTube, Digital Literacy, and Public Libraries
As a library and information science student who is undertaking CLN647 as an elective, the context in which I will be working and applying the concepts and understandings I have gained from this unit is not in a classroom, or even a school library, but in a public library. This puts me in a really interesting position and learning environment, and actually gives me more freedom and opportunity in some regards to explore these ideas and technologies. For example, public libraries have much more open views on censorship and are governed by the Australian Library and Information Association’s core value of “Promotion of the free flow of information and ideas through open access to recorded knowledge, information, and creative works”(ALIA, 2010). This means that unlike schools, public libraries provide access to social networking and digital media technology such as YouTube, and libraries see their role as supporting the use of this information through information literacy, and more specifically, digital and media literacies.
“A thriving national and global culture, economy and democracy will best be advanced by people who are empowered in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion within a range of cultural contexts” (ALIA, 2010).
It may seem like the stakes are not as high when considering the role of education and innovative pedagogies in public libraries, because people often look to the formal education system for outcomes and accountability for the educational well being of young people. However, in a public library space where clients are actively seeking information, access to technology, and information literacy because of their own need, desire, choice, and interest (not someone else’s perception of these) then I would argue that the stakes at public libraries are just as high – if not higher.
Access to YouTube
With students in Queensland Schools currently blocked from accessing YouTube while at school, public libraries are one of the few places that young people can get free access to view, contribute, and experience YouTube. This means that, now more than ever, public libraries have a duty and responsibility to not only provide this access, but to also provide opportunities for young people to engage with YouTube effectively and responsibly. This includes offering opportunities for instruction and guidance, and equipping young people with the skills and understanding to both navigate and evaluate the content on YouTube, but also to contribute and create their own content which is of value and relevance. Public libraries play a vital and valuable role in the digital and media literacy of their communities, and in providing opportunities for people (including young people) to engage with the information and knowledge.
Innovation without Trepidation
YouTube comes with inherent challenges, such as its lack of classification and its open access to a broad range of content, including that which might be considered exploitative, violent, or inappropriate for young people. These challenges, along with the fear of litigation, have seen the site blocked in Australian schools, and the benefits, educational value, and cultural significance overlooked. Fear has driven the decision to exclude students from YouTube in schools. This fear has also blocked and excluded students from unique and valuable information, knowledge, and the opportunity to develop the skills required to participate effectively in YouTube’s online space outside their classroom environment. Fortunately, public libraries can afford to be a little more fearless, and consequently, more innovative in the ways they engage with both the technology, and the people who use it. Such examples of innovation in digital and media literacies can be seen in libraries such as the Chicago Public Libraries YOUmedia program, and the State Library of Queensland’s Learning 2.0 program. Both are examples of innovation that have participation, user experience, and creation at their core. Learning and understanding new technology through doing and experiencing, rather than avoiding it because of fear. This is a core pedagogical understanding I will take with me to my future professional practice.
Information Literacy for YouTube
YouTube is a dynamic site, and the new digital competencies and media literacy skills that are needed in order for students to contribute and participate in the site effectively include:
- video productions skills
- audio production skills
- presentation skills
- scriptwriting skills
- basic literacy skills
- web skills
- knowledge about promotion and marketing
- evaluation skills
- search strategy skills
- play
- performance
- participation
- simulation
- appropriation
- multitasking
- distributed cognition
- collective intelligence
- judgment
- networking
- negotiation
This is significant set of skills and competencies for young people to develop on their own, which is why libraries play such an important role in supporting and fostering the development of these digital and media literacies. As Jenkins(2006) argues,
“Schools and afterschool programs must devote more attention to fostering what we call the new media literacies: a set of cultural competencies and social skills that young people need in the new media landscape” (Jenkins, 2006).
The convergence of technology, information, and media that occurs in sites such as YouTube has reinvigorated and transformed conceptions of information literacy in libraries, and now includes a specific focus on both media literacy and digital literacy. All of these skills need to be addressed by public libraries, and incorporated into their information literacy classes which, I believe, need to include a specific focus and appeal for young people engaging with YouTube.
In my future role in public libraries, I will endeavor to seek out opportunities and develop programs where young people can develop and expand their digital literacies, skills, and practical learning opportunities through the use of YouTube and other video sharing sites. These programs will be grounded in an understanding of new media and digital literacies, and have four main objectives with interrelated but distinct motivations, which have been informed by the ideas of the Digital Youth Network (Digital Youth Network, 2010).
- The first objective is to ensure that young people posses a fundamental understanding of the various modes of communication that comprise the new media landscape, including Web 2.0 technologies such as wikis, blogs, podcasts, vodcasts, and social networking sites..
- The second objective is rooted in the understanding that students learn new skills and applications for technologies most effectively when they experience it first hand and have the opportunity to interact and engage with digital media themselves.
- The third objective is to ensure that young develop the skills necessary to think critically about the meaning and implications of new media messages as both consumers and producers.
- The fourth objective is to instill a core set of values needed by young people to become productive and prosperous citizens in the 21st century.
“Students are challenged to create media that reflect themselves and their surroundings. Through the process of learning to create, they also become critical consumers” (Digital Youth Network, 2010).
References
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