When you picture a scholar or try to visualise scholarship, what do see? A graduation cap? A lecturer with tenure, sitting in an office? A dusty old library? A meeting of bearded men, sitting around a darkly stained oak table, quibbling over which papers should be included in the next journal publication?

 

Scholarship is “learning; knowledge acquired by study; the academic attainments of a scholar.” The term does have a bit of a stuffy reputation though. It has a knowledge-in-physical-books feel; it has teacher-as-guardian-of-knowledge feel; it has write-a-paper-to-show-you’ve-mastered-the-content feel. Much of academic scholarship has indeed, and still does, suffer from these afflictions:

 

  • Knowledge, as defined in reputable journals, is slow to be produced
  • Once it is published, it’s published
  • It’s expensive and locked away behind paywalls
  • As such, it’s disseminated / read by not enough people
  • Data sets / information from different sources cannot be cross-referenced easily

 

Enter Digital Scholarship.

 

Digital Scholarship seeks to enhance the scholarly work that researchers and students take part in by leveraging the affordances of three foundational pillars: digital, networked, and open.

 

“Digital scholarship is more than just using information and communication technologies to research, teach and collaborate; it also includes embracing the open values, ideology and potential of technologies born of peer-to-peer networking and wiki ways of working in order to benefit both the academy and society” (Weller, 2011).

 

A Digital Scholar:

 

  • Publishes freely to a blog or other online space
  • Is altruistic with knowledge, creating open resources and using Creative Commons licenses
  • Seeks (and gives) formative feedback (informal peer-review)
  • Connects with other Digital Scholars in social networks
  • Uses efficient strategies for discovering, searching for, and curating information
  • Integrates previously disparate sets of information, connects dots, sees the bigger picture
  • Has a strong online identity, and considers how to best reach a wide audience
  • Can collaborate online with diverse populations

 

Digital Scholarship is in its infancy – it’s not quite an accepted approach to scholarship in academic circles yet. Its critics cite:

 

  • Reliability and legitimacy of information issues because it hasn’t been through a long period of verification and review
  • Author rights are eroded as knowledge becomes “open-game”, able to be parsed, remixed, and commented on
  • Digital does not nesseasrily mean open – lots of universities and companies are making money off content which has just been duplicated online and locked behind a paywall
  • Academics get little recognition for their boundary-pushing Digital Scholarship effort – network building, blogging, and social network connecting – so why do it when they could be doing other things more likely to get them tenure

 

Scholarship is just another sector going through change brought about by the digital – open – networked triad. Hospitality (AirBnB), transport (Uber), music (Spotify), entertainment (Netflix), mapping (Waze), media… financial services… the list goes on. Sectors which do not respond are likely to fade out, slowly but surely – sorry video rental stores, music stores, travel agents, newspaper reporters, and accountants.

 

Is education another of these sectors on the fade?

 

No way, but it’s hard to defend the argument that the education sector has been very slow to innovate. There are pockets of innovation in many schools (primary, secondary, higher education) around the world now, but nothing systemic seems to have taken root. The promises of Digital Scholarship have not yet, in any case.

 

The question which I am exploring over the next few months is how might the digital – open – networked triad might be effecting education, particularly in the K-5 bracket. Is it effecting it at all? Should it be?

 

How might our youngest students become Digital Scholars: what hard skills, what soft skills, what scaffolds, what learning experiences, what modelling, what assessment is required to help them take advantage of working, learning, and living in our growing participatory culture. Is this important for them? For us as educators? Or are there other priorities?

 

Lots of juicy questions and areas of inquiry to delve into.

 

Please leave your ideas down below – your resources, or readings – any leads you may think may be useful.

 

References:

Weller, Martin. “The Nature of Scholarship.” The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic, 2011. 41–51. Bloomsbury Collections.

When thinking about outward-facing learning, what is your greatest ‘take-away’ in terms of your own professional development and personal practices?

Key Question 1:

If you know it [it = what ever you are creating] will be shared before you start, does it change how you approach the task?

Answer:

For me, yes.

Key Question 2:

Is that change positive, negative, or neutral?

Answer:

It’s a positive, mostly. To ensure an audience / reader could grasp what I’m saying in a blog post, I need to make sure my writing is clear and the ideas well articulated (as much as is in my power to do so). To do this I need to plan, synthesise, and draft all my posts. I combine ideas, I expand others, and I explore the topic of the post through the initial generative process then hone in on my main points through the drafting, cutting, and synthesizing phase.

This is a particular strength of written communication and why I assume assignments are still in (predominantly) written form: it allows a full exploration of a topic in a structured, guided, referenced manner.

But blogging is different from writing an assignment, as anyone with an internet connection could potentially stumble onto it. (Note: I still put all my assignments up online though after I get them back, just because).

Someone is able to leave a comment, to add their perspective to the issue, and therefore help take my own thinking into new directions. This means when publishing online, it’s never really publishing for good – the story is evolving and iterative. The knowledge is not static. There is rarely one right answer.

Even so, if I’m blogging, I take it seriously. Someone reading my blog (lol?) is able to get a sense of who I am professionally, what I stand for, and what I believe through each blog post. I don’t want a reader to think “he doesn’t know what he’s on about”, “this is rubbish”, or “he hasn’t done his research.” I take pride in my blogging, and I want it to show the kind of professional, reflective teacher I am.

To be honest, I also know future recruiters / schools may peruse my blog before an interview, so I want this digital reflection of my personal persona to be up to scratch.

But because of this, I’ve suffered from analysis paralysis on many occasions. The amount of blog posts I’ve thought up, planned, then shelved because I think they are not “good enough” ideas are many. Which is a shame – that many of my ideas and reflections are tucked away in an Evernote folder somewhere, not able to be shared, commented on, or connected to. Even if they are half-baked, or useless, they still should be out there – someone could stumble upon one of the thoughts or ideas I’ve published, and even though it might not resonate with them or they might think it sucks, it might propel them into other more interesting lines of inquiry.

Actually though, while my care levels are still high – I do care what people think – they seem to be diminishing with each consecutive year on this planet. You can’t please everyone, and even if you could, why should you. Perfect is the enemy of done etc. I don’t need to be a perfectionist – I need to give X task a good shot to the best of my ability in the timeframe I have allocated, then move on with life. To do otherwise is the road to stress and burnout.

So, my personal goal this year is to cultivate and practice this attitude more. Publishing my outward-facing learning need not be a big deal. I don’t need to agonise over it. I need to get it out there. Because the more teachers just “get it out there” the more nodes of knowledge there are in the world, the more connections become available, and the more transparency there is in our industry. It’s selfish to lock up ideas and reflections, wins and fails, within the four walls of your classroom.

This was my first shot.

I do not apologise for any spelling errors, run on sentences, or jumbled thinking.

 

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