How does the project
detailed in the video support the research process that is consistent with the kind
of research people encounter in the workplace? How does this project
support new literacies?
Dr. Willie Smits initiative, “Protecting
the Rainforest, or Deforest - Action” is a problem-based learning project that
involved more than 17,000 students. Dr.
Smits actually polled students and asked what they considered problematic in
the environment and deforestation was the number one issue. This project empowered young people to take
real action, and use their voices to stop deforestation through a collaborative
effort and using social media. 14 people from around the world were chosen as
“eco-warriors” to live in Borneo for 100 days, and were chosen based on
creating a video of why they should be selected. Students from around the
world, provided information, and viewed data from classrooms, and assisted the
eco-warriors in their fight for deforest-action. Christopher Gauthier, a teacher in Australia,
and some of his students discussed their involvement in the project, and
explained how this project fit into the curriculum. This is a study led by an
initiative that is real, not a pretend “research project”. I
believe this project does mirror some processes of research in the
workplace. Generally, the workplace is
structured to negotiate, solve problems, and to use creative talents to
accomplish specific goals. Problem-based
learning is structured to emulate the workplace, due to tackling an existing
problem, and finding or proposing a solution. “Workplaces offer
another type of social setting, where the information landscape is often
described as messy, complex, and distributed through a range of practices that
entwine to contribute to the collective performance of work.” (Lloyd, 2011)
Dr. Smits project is an excellent example of being complex, and a collective
performance of work. His example is the
type of research projects students need to be assigned. The students in the video said it best, “this
project is real to us, we find value and meaning, and are able to make a
personal connection ”. Assigning isolated research projects with
random topics can contribute to the boredom students feel in school. Chris’s classroom is innovative, and his
students are leading today, and not waiting for tomorrow. His students actually noticed an issue through
the use of software, and satellites and reported the problem to the
ecowarriors, and helped save portions of land.
This is an example of real work and being globally connected. The skills his students are developing are
essential to life, work, and surviving in a knowledge based world. This project supports new literacies through
social skills and cultural competencies.
Students are interacting with communities and have the capacity to
communicate, and travel through communities in a physical and virtual way. Students are engaging with other people,
participating fully in online environments, and feeling empowerment or
self-confidence. Students are not
sitting back and watching, there is a personal investment. Henry Jenkins ( Director,
Comparative Media Studies Program, MIT) believes this about a participatory
culture; that we must respect and value this new
participatory culture that exists in our everyday lives. Traditional literacy is fundamental, but what
do we need to do to add to or expand the capabilities of creators and
participants in the future? What is taking place in the online world? He believes that a participatory culture is representative
of low barriers for artistic expression, formal mentorship, contributions
matter, and a strong support for creating and sharing.
Lloyd,
A. (2011). Trapped between a rock and a hard place: What counts as information
literacy in the
workplace and how is it conceptualized? Library
Trends, 60 (2) pp. 277-296.