Teens Can Change the World

I have to admit. I have been increasingly obsessed with watching the stats for my blog, mostly because they keep growing. If I look at a bar graph of my number of views each week since I started publishing again, the towers of blue are steadily increasing. And the more the little blue bars grow, the more motivated I feel to write. It’s weird, especially considering that sharing my writing with others used to be something that sent me into fits of anxiety.

And what’s even cooler is that people are talking with me about my blog and starting to share it with others. Bloggers that I don’t even know are liking my posts. And just yesterday, a principal tweeted that she was going to share my most recent post with her staff. And here I am sitting on my couch with a laptop (usually with a glass of wine) writing whatever comes to mind. It is one of the most empowering feelings I’ve ever had, and I also feel like I’m becoming part of this incredible community of readers, writers, and educators, especially since there are so many bloggers out there that I completely admire.

In thinking about my own excitement and empowerment, I began to reflect again about this idea of citizen journalism–something that my husband inspired me to write about because of the way he is harnessing its power to create his own charcuterie business. It’s this idea that anyone can be a published author–from YouTube creators to Yelp reviewers. Of course, because this blog is all about how we can start to inspire our high school students to be members of literacy communities by engaging them in authentic reading and writing work–the reading and writing work that is similar to what adults do in school, work, and life–an exploration of citizen journalism, and by extension, blogging, seems to be a natural fit here.

Then I started thinking about something. Blogging isn’t just something that teenagers could do. It’s something that they are already doing. In fact, there are some teen bloggers that are so successful that they are literally impacting popular culture. Take Tavi Gevinson, for example. This Style Rookie blogger started out blogging about fashion when she was 11. Eleven! Now she’s 16, and she’s appeared on shows like The Colbert Report and Jimmy Fallon and has even been profiled in The New York Times. Recently, she started her own magazine with Jane Pratt, the original founder of 90s-mag phenomenon, Sassy. Did I mention she’s 16?

I mean, this well-adjusted, wise-beyond-her-years adolescent even has her own TED talk. And it’s good. See?

Gevinson isn’t the only teen blogger out there. There’s also Spencer Tweedy. Yes, he’s the son of the front man for Wilco, but he’s still only a high school student. His blog, The Weblog of Spencer Tweedy, showcases everything from pictures of his pasta-making parties to videos he’s made for his biology class.

There’s also The First Lime, a blog by 14-year-old Monica, who writes about music, photography, and her own DIY projects. It’s actually pretty adorable.

But not quite as adorable as Know and Tell Crafts, a crafty blog written by a 13-year-old boy (yes, boy) who crochets. You go, kiddo.

These kids are writers. They are creating their own niches in literacy communities.

I wonder how they do in English.

Now imagine if we showed our high school students these blogs. Imagine that we used these as mentor texts and talked about the ways in which these teens thought about their task, purpose, and audience. If you look at the literacy skills of these young bloggers, they’re actually pretty impressive. They need to understand their audience (and how their language and topics can best engage their audience), they need to understand how to create visual images that echo the tone created by their verbal messages, and they need, in some cases, be willing to experiment with a variety of genres in their writing (all based on their task’s unique purpose) Take Ty’s most recent post that combines images of his latest project (a mock headboard created with electrical tape) with a list of tips to consider when using electrical tape. It goes beyond the simple and predictable “how to.”

In thinking about the Common Core, I turn to the expectations to grow digitally literate citizens. Look, for example, at Writing Standard 6 for grades 9-10: “Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.” If that doesn’t describe blogging, then I don’t know what does.

And in eleventh grade, that expectation ramps up: “Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.”

Think about these teen bloggers. Not only have they learned how to harness the power of digital media to project their voices, but they are also always making new decisions about content–based on what their audience wants and needs. These kids are the poster children for digital literacy.

How can we, too, use these writers as models to inspire all of our students to see writing as a way to speak up, to teach, to contribute?

Postscript

Possible Units

  • Social Media/Blogging
  • Argument Writing
  • Informational/Explanatory Writing
  • Narrative Writing
  • Research Skills

Possible Essential Questions

  • Why write?
  • What does it mean to teach and learn?
  • Where is my voice? How can I make it heard? What happens when I do?
  • What is the role of media in my life? What is the role of media in our lives?

Possible Common Core State Standards

  • Writing 1: Write arguments
  • Writing 2: Write informational/explanatory pieces
  • Writing 3: Write narratives
  • Writing 4: Produce writing taking into consideration task, purpose, and audience
  • Writing 6: Use technology to publish writing
  • Writing 7: Conduct short or sustained research projects, using an independently designed question

Social Media: Not Just for Sharing Pictures of Grumpy Cat

This week, my husband started his own Yelp page for his budding smoked and cured meats endeavor, Smoke & Salt. He pushed it out to some of his loyal customers, a couple of whom have already written reviews for his products. He also has a blog and a Facebook page that are both helping him build a following.

Through social media and blogging, he has networked with seasoned chefs, seduced new customers, and shared his charcuterie story. He is continually becoming a part of the bacon community (yes, I said bacon community), and he is accomplishing this through literacy.

My husband’s experience has really been making me think recently about this idea of citizen journalism. This phenomenon of reporting has its roots in the infancy of our country when regular people created and distributed political pamphlets to spread their beliefs. With the spread of the Internet and all of the tools that come with it, however, literally anyone can be a citizen journalist. Take Yelp, for example. Anyone can write a review of a business, and people really do read them. Speaking from personal experience, my husband and I recently chose our current pest control company based on Yelp reviews. And, of course, Jeff is also using the power of Yelp to grow his business.

Think also about the power of social media. Almost all of our teenage (or pre-teen) students are on Facebook, Twitter, Instagram, or something else. They are using these tools to socialize with their friends and, in some cases, comment on life.

And then there’s Arab Spring.

The world held its breath when, in January 2011, Egypt erupted into revolution and forced its leader out of power. This revolution, which was sparked on Facebook by a 29-year-old Google exec in Dubai, and which continued on Twitter and in other social media outlets, made it plain to everyone in the world that social networks could be used for more than sharing pictures of vacations, children, and restaurant meals. Much more.

To read or hear an account of how Wael Ghonim helped to begin a revolution is to understand the true impact literacy–and citizen journalism–can have on the world. Take this segment from a New York Times review of Ghonim’s memoir, Revolution 2.0:

Ghonim drew on his considerable skill and knowledge as an online marketer while running the “We Are All Khaled Said” Facebook page. Early on, he decided that creating the page, as opposed to a Facebook group, would be a better way to spread information. More important, he knew that maintaining an informal, authentic tone was crucial to amassing allies. People had to see themselves in the page. “Using the pronoun I was critical to establishing the fact that the page was not managed by an organization, political party or movement of any kind,” he writes. “On the contrary, the writer was an ordinary Egyptian devastated by the brutality inflicted on Khaled Said and motivated to seek justice.”

He polled the page’s users and sought ideas from others, like how best to publicize a rally — through printed fliers and mass text messaging, it turned out. (“Reaching working-class Egyptians was not going to happen through the Internet and Facebook,” he notes.) He tried to be as inclusive as possible, as when he changed the name of the page’s biggest scheduled rally from “Celebrating Egyptian Police Day — January 25” to “January 25: Revolution Against Torture, Poverty, Corruption and Unemployment.” “We needed to have everyone join forces: workers, human rights activists, government employees and others who had grown tired of the regime’s policies,” he writes. “If the invitation to take to the streets had been based solely on human rights, then only a certain segment of Egyptian society would have participated.”

This Times article attributes these skills to Ghonim’s prowess as an Internet marketer, and I’m sure that helped, but if you think about it, the skills demonstrated in his decision-making are also the skills of a highly-literate person. Take, for example, his decision to use a Facebook page, as opposed to a Facebook group. In the introduction of the Common Core State Standards, the writers call for students who can “use technology and digital media strategically and capably” and then go on to explain that students should be “familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals” (p. 7). This is exactly what Ghonim did when he chose the tool with which he’d communicate both ideas and events with the page’s followers.

In addition, his choice to use the pronoun I in his posts (instead of we) was also an intentional decision based on his purpose and audience. When we connect this to an image of literacy as described in the Common Core, there are natural connections: “Students appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning” (p. 7).

Finally, when he chose to change the name of his Facebook event, this decision was also driven by what he knew about his audience and the unique demands of his task and purpose.

Is this a somewhat extreme and extenuating example? You could say that. But why couldn’t any one of our students be like Ghonim, using the power of technology and social media to create lasting change?

In order to accomplish this, it is important to think about how the power of technology can be harnessed to initiate students into communities of literacy. Because that’s the power of digital tools–not simply to create cool stuff, but also to share these creations and interact with the world outside the walls of our schools.

There are already avenues for citizen journalists to be heard. Certainly, there are tools such as blogging sites and tools to design webpages. However, there are also citizen media outlets: places like Allvoices, Demotix, CNN iReport, NowPublic, and others to help people dip their toes in the citizen journalism pool. There are also places for teens to publish for an all-teen audience–places like TeenInk.

We need to show our students that literacy matters, that our voices matter. We need to show them how to navigate and use digital tools not just to create new material to share with their classmates and teacher, but to share with the world. By doing this, we may discover other revolutions waiting to happen.

Postscript

Possible Unit Ideas:

  • Social media awareness and use
  • Digital literacy
  • Argument/persuasion
  • Revolution

Possible Essential Questions:

  • What is our individual responsibility? What is our collective responsibility?
  • How does one voice become many?
  • Why write?
  • Whose voice is being heard, and whose is being left out?

Possible Connecting Common Core State Standards:

  • Writing 1: Write arguments
  • Writing 2: Write informative/explanatory texts
  • Writing 3: Write narratives
  • Writing 4: Ensure that writing is appropriate for task, purpose, and audience
  • Writing 6: Use technology to produce and publish individual or shared writing products
  • Writing 8: Gather quality information; present the information thoughtfully and effectively

Other ideas? Share in the comments.

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