The First Question

            After discussing what went into building up the Social Media Literacy Program (SMLP) in the first two posts, updates will now attempt to analyze results from the first completed cycle of school days. Giving six presentations has been a significant step in my own development of the program but it is a small one compared to those the school had already made. I’ve learned that the use of social media was far more prevalent than initially anticipated and the resources available to develop are reliable. Results from each class varied but a common characteristic did present itself. After concluding the 20-30 minute lecture portion, the first question asked by most who listened was “Why?”

            After resisting the temptation to say, “I just told you,” I realized the discussion will inevitably evolve into a more personal one. Setup to now was about identifying incentives for all actors involved. This type of transparency is understandably unnerving because anyone with previously veiled incentives risks exposure. The most difficult leap for an individual to make in the interest of promoting equity, collaboration, and innovation in any environment is convincing the status quo  there is nothing to lose. This task has been made easier upon finding other students, faculty, and staff who are enthusiastic about building a program to promote these ideas.

            In all future endeavors to advance on this blog, analysis will focus on the reactions of those who's interests we value most, the student’s. When they ask “why,” at the presentation’s conclusion, they want to be convinced their interests are the top priority. Conveying that interests are universal in the student-teacher relationship requires a mutual understanding; although teachers are more experienced in life and thus possess more knowledge, students are recognized as having more potential and developing them promotes a symbiotic relationship. A handful of students have understood what I mean by this answer to their question and are pleasantly building on the now official Medford High Facebook and Twitter(@Medford_High) accounts.

            I can reasonably expect this trend of connecting with a few students per class to continue over time. This is especially true considering my presentation technique can only improve. Guidance classes have offered the perfect environment for these first days of the SMLP because they are an equitable sampling of the student population. I would go so far as to say they can represent the baseline or control group because future meetings with different student organizations will by nature be more specialized.

            Medford High’s six day class cycle, on an A-F schedule, will become much more crowded as new opportunities present themselves. However my substitute teaching responsibilities change in response to cold and flu season, daily guidance classes will be further supplemented by meetings in classrooms with students who share more of a rapport. This is exciting because if those groups can understand that their interest is apart of a collaborative one, their established relationship will encourage the promotion of equity while fostering innovation.

Note: 500 words will be my target for these once-a-cycle updates. If readers have any questions, please post in the comment section below. Think of posts as abstracts, each summarizing the thesis of whatever research conversation can be extrapolated below.