This article spoke to me on many levels: as a human, an internet person, but most especially as a librarian. There have been times in my life where my non-librarian friends have questioned why I teach our adults about things like Facebook.
"Facebook? Uggh. Why can’t you teach them something useful.”
It’s fine. I get it. This type of person doesn’t realize that just having the ability to think Facebook is stupid is a privilege in itself. In order to have an opinion on Facebook, you first need to have knowledge about it.
But what struck me most about this article is our responsibility as librarians to combat the digital divide that is forming between “internety people” and “non-internety people” and make sure it doesn’t become a menace to society (any chance I get to use that phrase, taking it).
I’d like to propose an idea. It’s something I’ll probably try in my library (having just decided this three minutes ago). I welcome thoughts from other librarians and also would love to see someone try something similar in their communities:
As You May Know, I am a Full Time Internet: Internet 101 Series
What is a Meme?
Students will learn the definition of a meme, the origin of the term, and then look at different examples. We’ll take a look at I Can Haz Cheeseburger? Fail blog, Forever Alone, the Ridiculously Photogenic Guy, Insanity Wolf, and more. We’ll discuss our thoughts on how we think memes go viral and then we’ll try creating our own memes!
Haters Gonna Hate: Internet Trolls and How to Spot Them
In this class, we’ll take a look at different blog posts and explore the comment threads below. We’ll compare and contrast commenting guidelines from different online communities. Students will learn how to spot internet trolls by digging deeper into their commenting history.
Wikipedia: Fact or Fiction?
Students will learn how to look up the edit history for Wikipedia articles. The instructor will demonstrate how easy it is to modify a Wikipedia article and the consequences of doing so. Making use of the footnotes and References section, we’ll fact check a statement from a Wikipedia article to determine whether it can reasonably be considered factual.
And then I’d supplement these classes with a class on finding long-form journalism articles on the web, online security, and a live “appy hour” because I think they would fit in nicely. There. Steal my ideas. I’m here to help!