With just two of us—Maurice and me—initially participating in the recording, we worked our way through some technical problems we were having with the podcast software during the first few minutes of the recording (resilient!…and grumpy, although that’s not one of the eight characteristics we were exploring). And, after those first few less-than-perfect moments, we began with a quick summary of the content of the book before exploring how the online book study group functioned and produced some interesting learning experiences and results…and the beginning of a potentially dynamic new community of learning.
he risk-taker element of the endeavor is that T is for Training is live and open to anyone who wants to call in—which means we often have some lively discussions, and occasionally find ourselves visited by that awful beast known as a troll. That, as you correctly assumed by reading the title of this post, is what happened about a third of the way through the recording last night. Maurice, always willing to engage in a bit of empathy, gave the troll a couple of (mercifully brief) opportunities to actually rise to the challenge of contributing positively to the conversation. Displayed resilience by bouncing back quickly from each interruption this somewhat persistent troll attempted to create. And ultimately engaged in another session of our favorite podcast pastime—whack a troll. The conversation ultimately continued, successfully, as if nothing had ever happened (problem found, problem solved).
Moving into a discussion of the Instagram book study group, we found ourselves doing far more than simply reviewing what it produced in terms of learning; innovation; products (e.g., the Instagram posts, tweets, and blog pieces) made by the creators who were participating in the group; and reflections. We were (occasionally) reflective, and networking came into it through mentions of T is for Training community members who were not present for the recording but will ultimately be part of that episode when they listen and respond to the content we managed to create. The role of creator, furthermore, is on display because the recording and dissemination of that episode of the podcast is becoming another contribution to the community initiated through the Instagram book study group and continuing on Instagram (and elsewhere) under the general #InnovateInsideTheBox hashtag.
For me, the real punchline here is that T is for Training has just been drawn into yet another rhizomatically-expanding community of learning—one that includes the Instagram Book Study group, the #InnovateInsideTheBox Instagram/Twitter/Facebook collaborations, the blog postings several of us have created in response to what we have encountered in the book as well as in the online conversations, and others yet to be determined. It’s one of the characteristics of the Innovator’s Mindset (networked); the best trainer-teacher-learners I have met and with whom I regularly interact; and the T is for Training community itself. And the best news of all is that you’re welcome to join any part of it, at any time, if you want to explore and nurture your own Innovator’s Mindset.
–N.B.: T is for Training generally records every other Thursday evening at 9 pm ET/6 pm PT. More information is available on the podcast website.
The book itself is a paeon to the idea that innovation can be fostered as much by and within the limitations we face as trainer-teacher-learners as by thinking outside the box: “…the system, with its rules and limitations, is never a reason not to innovate. To the contrary, the system or ‘box’ you work within may be the very reason you need to innovate,” Couros writes in the opening pages of the introduction to the book. And, as has happened both times I have read books he has produced, I find myself taking an innovative approach to the act of reading itself: slowing down rather than racing through the text; stopping to follow links to sources (e.g., blog posts, short articles, or videos) he has cited in his text so that they become part of my personal version of the book; reflecting, through blog posts, on the content he (and, in this case, in collaboration with Novak) provides as a way of more deeply and rewardingly absorbing what he offers; and engaging in online interactions with others who are also reading—or have read—the book.
The second section fully carries us into chapter-by-chapter explorations of the “characteristics of the Innovator’s Mindset”: empathetic, problem finders-solvers, risk-takers, networked, observant, creators, resilient, and reflective. And again, our starting point is through the reading of the textual conversation in which Couros and Novak bounce back and forth with observations about and guidance on how to incorporate those attributes into our own efforts to develop the Innovator’s Mindset for ourselves in ways to benefit those we serve. But, we realize as we reflect upon what we are reading, that is only the beginning. The real innovation comes through application of the work, and that’s where the formation of the community of teacher-trainer-learners within the online, (mostly) asynchronous book study group produces results worth noting. In creating posts about empathy in learning, we reflect upon—and begin to further hone—our own empathy toward our learners. In creating posts about risk-taking, we are inspired to take—and learn from the process of taking—risks by exploring resources and tools that allow us to produce better, more engaging and meaningful posts, on Instagram than we otherwise might have produced. The process of participating in the book study group becomes integral to the process of reading, absorbing, and applying what Couros and Novak offer us. And those of us willing to put the extra time into this level of “reading” the book (encountering the text, reflecting upon it, creating something from it that we can use in other venues, interacting with others as part of that reading-as-creative-process experience, and providing positive, inspirational learning experiences for others as a result) walk away with a reading experience that is every bit as innovative as anything the words upon the pages of the book can offer.
A short, very sweet concluding section suggesting “You Are the Change You Seek” serves as a reminder that “finishing” the book does not mean we are about to place it on a shelf where it becomes covered under an ever-growing shroud of dust, for this is not the kind of book you finish—or that is ever finished with you. As long as we remember what we have gained and apply it to the work we do, we will continue innovating within the box—and far beyond it, too.–N.B.: This is the fourth in a set of reflections inspired by #IITB, the Innovate Inside the Box Instagram Book Study group.
Exploring themes that flow through the entire book, and exploring how Instagram might be incorporated into engaging training-teaching-learning opportunities, has certainly provided me with inspiration to be observant, to be creative (in the sense of creating Instagram posts that can serve as learning moments), to be resilient (each post has required multiple attempts and the use of at least a couple of different tools to produce the images/learning moments I was attempting to produce), and reflective. The results, as you can see from what I posted previously and from the following lightly-edited sets of reflections from each of the most recent Instagram/Tumblr posts I completed while contributing to the discussions on four of the eight Innovator’s Mindset characteristics, display the never-quite-perfect record-of-my-learning-process in ways that will serve as reminders to me—and, possibly, to you—of the value of regularly engaging in learning rather than remaining solely in the instructor/learning facilitator role so many of us pursue.
Comments accompanying the fifth of eight Innovator’s Mindset-post characteristics—this one on the Innovator’s Mindset characteristic observant: Something that has been all around—completely unnoticed, completely unobserved—is called to your attention. You take note of it. You might study it a bit. You absorb it into your verbal, visual, and “attentiveness” (things-I-need-to-notice) vocabulary. And suddenly, it seems as if it is everywhere you look. Which is the point that George Couros and Katie Novak make in Chapter 9 of Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning] and the Innovator’s Mindset). Being observant is a characteristic that, “in a world full of noise, is more valuable than ever,” Couros writes. Being observant, he continues, involves “the skill of finding nuggets of wisdom and powerful links to information [and] is one that you develop over time.” It’s a skill I’m further cultivating while experimenting with Instagram as a training-teaching-learning skill within the context of the book study group: I observe how my co-conspirators in learning—Couros, Novak, and those who are participating and interacting through their Instagram posts—approach the tool (creatively/innovatively); how some of us react to what Couros and Novak have written in their book and are providing via Instagram; and how we describe what we are doing to adopt the Innovator’s Mindset to create more productive, engaging, meaningful learning opportunities for our leaners and ourselves. “We have to design learning opportunities that leave room for students to observe the world around them, find their passions, and ask their own questions so their learning experiences aren’t cluttered with ‘one-size-fits-all’ resources that pave a path for them,” Novak writes. And, in learning and beginning to apply the lesson she and Couros are providing by not giving “one-size-fits-all” assignments in this book discussion/course, she makes us more observant, more likely to acquire and obtain glimpses of beauty in a world that we otherwise might not so carefully have noticed.
Comments about the sixth characteristic (creators): You see him in an urban park, creating an image from his surroundings. Creating something that matters to him. And, with any luck, something that will be seen by others, and that, to them, will matter, too. Consuming impressions from his surroundings—from his world—he engages in that stimulating moment of personifying the consumer-creator —an essential part of every learner’s experience, Couros and Novak remind us in Chapter 10 of Innovate Inside the Box. “Innovators need to be creators, not just consumers. With that in mind, teachers need to provide numerous opportunities for students to create by providing options and choices for students to collaborate, examine exemplars of creativity, find solutions to problems, use non-traditional forms to consume new information and content, and have the flexibility to put the ideas together to create and express new and better ideas”—which, as always, remains at the heart of what we, as participants in the Innovate Inside the Box Instagram Book Study group, are doing. We read, consuming the content from the book. We reflect, gleaning tips and gaining inspiration from what others post in Instagram. We create our own responses in the form of these images and the accompanying text we attempt to weave into our posts. And, as creator-consumers, we learn.
Comments about the seventh characteristic (resilient): We try to accomplish something, not sure how or whether we will succeed. And when we don’t, we try…and try again…until we get it right—which speaks to the power of resiliency, the seventh of eight characteristics of the Innovator’s Mindset explored by Couros and Novak in Innovate Inside the Box. “Innovators need to build resilience as setbacks and failing are expected. ‘Failure’ and ‘failing’ are different. Whereas failure is final, failing happens as part of an ongoing practice of trying and learning,” Novak tells us—a great reminder for me as I prepared this particular post and found myself having to try and try again until the cropping of the photo and the placement of the words were as effective as I could make them with the tools with which I’m working. It’s a lesson my colleagues and I share repeatedly with our co-conspirators in learning by suggesting that “fail to learn” is an often-overlooked foundation of resiliency—and success—in learning.
Comments accompanying my Instagram post on the eighth character trait: “The ability to reflect is crucial for understanding and processing,” Couros reminds us as he and Novak take us through the final characteristic of the Innovator’s Mindset: reflection. “It is also essential to our ability to move forward and create something from what we have learned. … Reflection time is something that should be seen as vital to learning…” The entire experience of participating in the Innovate Inside the Box Instagram Book Study group here on Instagram has been exactly that: a combination of moving forward in my learning about Instagram as a tool for training-teaching-learning; reading (and rereading) and reflecting on each chapter within Innovate Inside the Box; creating something that builds upon what I have already learned; and learning more by sharing it on Instagram, seeing how my co-conspirators in learning respond to it, and responding to the results of their own moving/creating/innovating/learning process. And because we are part of a community of learning, we have the chance to celebrate each step we take in moving toward improving what we do in service to the learners who rely on us for support, inspiration, and collaboration.–N.B.: This is the third in a set of reflections inspired by #IITB, the Innovate Inside the Box Instagram Book Study group. Next: When books are more than books.
It’s not a surprise at all to me that the community is thriving under their guidance: Couros’s Innovator’s Mindset MOOC (massive open online course) a couple of years ago was a playfully innovative and inspiring opportunity to work with a dynamic group of co-conspirators in learning. And the idea of using Instagram as a platform for learning has obviously been successful in attracting enough people to make this a unique and transformative learning opportunity well worth pursuing. As I mentioned in the first post in this series of reflections inspired by the #IITB book study group, it has been engaging from the moment during which I posted my first offering after opening an Instagram account last week and began interacting with George and the other co-conspirators—an experience that has quickly deepened after just seven days of online, asynchronous interactions. I’m finding kindred spirits—other teacher-trainer-learners with seemingly inexhaustible depths of curiosity. A willingness to experiment with new concepts and tools. And a commitment to creating time and space to interact around an overlapping set of topics that include innovation in learning, incorporating Instagram into learning, and exploring ways to expand our own learning in ways that will benefit those we serve. The experience is multifaceted—an online (mostly asynchronous) book discussion group, functioning in a way that is reminiscent of the best connectivistMOOCs (massive open online courses) I have joined. It has us interacting within the platform (Instagram) through the images, videos, and text we have been posting, and allows for interactions through the comments that we post about our own and others’ offerings and through expanded interactions via posting blog pieces like this one and reading (and responding to) those posted by others.
Most interestingly—and again, not surprisingly—the interactions themselves reflect many of the eight characteristics of the Innovator’s Mindset that all of us have been exploring and attempting to (further) develop. Going beyond the suggested basic level of participation—a suggested three postings for each of the three weeks the book discussion is scheduled to continue—because I have wanted to as fully as possible immerse myself in Instagram as a tool for training-teaching-learning, I’ve been creating separate posts that serve to summarize and respond to at least one element of each of the characteristics. The remainder of this blog post pulls lightly-edited text from each of the first four posts I completed while contributing to the discussions on four of the eight Innovator’s Mindset characteristics.
Comments accompanying the first post, on the Innovator’s Mindset characteristic of empathy: This, Couros proposes, “is about helping students seek out problems that are meaningful to them and then finding ways to solve or respond to those issues,” and it hearkens back to earlier passages in the book regarding the importance of asking the right questions to produce concrete, positive learning results. The goal, Novak adds, is “to empower students to become purposeful, motivated, resourceful, strategic learners”—a practice Couros and Novak put into play in the way they are encouraging those of us in the “Innovate inside the Box Instagram Book Study” group to absorb the content of their book, then apply it by producing Instagram posts that carry our learning forward through a process of deciding what each of us wants to know about Instagram and overcoming problems we face in locating and adapting solutions to design problems related to the creation of these posts.
Comments about the second characteristic (problem finders-solvers): This, Couros proposes, “is about helping students seek out problems that are meaningful to them and then finding ways to solve or respond to those issues,” and it hearkens back to earlier passages in the book regarding the importance of asking the right questions to produce concrete, positive learning results. The goal, Novak adds, is “to empower students to become purposeful, motivated, resourceful, strategic learners”—a practice Couros and Novak put into play in the way they are encouraging those of us in the “Innovate inside the Box Instagram Book Study” group to absorb the content of their book, then apply it by producing Instagram posts that carry our learning forward through a process of deciding what each of us wants to know about Instagram and overcoming problems we face in locating and adapting solutions to design problems related to the creation of these posts.
Comments about the third characteristic (risk-taking): Turning to “risk-taking” as one of eight characteristics of the Innovator’s Mindset (in “Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning] and the Innovator’s Mindset”), Couros and Novak are explicit in noting that they are not advocating “doing things that would harm our learners”; they are advocating the act of “moving from a comfortable average in pursuit of an unknown better”—something at the heart of the positive transformations that effective learning fosters. It’s a theme that speaks to me powerfully because I have, at points in my lifelong learning endeavors, caught myself (stupidly) thinking about not taking a course because it might lower my GPA—took me years to realize I no longer cared about grades; I cared about the positive results any great learning experience produces. I also occasionally catch myself—and stop myself from—holding back with questions about or experimental approaches to learning challenges offered in onsite and online courses and workshops; the self-imposed barrier, of course, comes from the fear that my peers/colleagues might somehow think less of me if I ask I a “stupid” question or produce results that are less dazzling than I hoped to produce when completing a learning task. What it comes down to, of course, is modeling for my co-conspirators in learning the very behavior I hope to foster in them: a willingness to try new things, overcome the fears that often accompany the act of taking risks, and live with—and actually embrace—the temporary failures that accompany us as we take the path toward learning what we want and need to learn. We “have to eliminate the barriers that prevent students from taking risks,” Novak counsels, and I would suggest we need to do the same for ourselves if we want to develop and benefit from adopting and nurturing the characteristics of the Innovative Mindset—for our learners and ourselves.
Comments accompanying my Instagram post on the fourth characteristic (networked); Being “networked”—the fourth of the eight characteristics of the Innovator’s Mindset (in “Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning] and the Innovator’s Mindset”)—is “crucial both to innovative teaching and learning as well as to helping students develop an Innovator’s Mindset,” George Couros writes. It’s a characteristic well-fostered in the “Innovate Inside the Box Instagram Book Study” group for which this and my other #InnovateInsideTheBox posts on Instagram [with copies posted to Tumblr] have been prepared: by engaging in an asynchronous book discussion via Instagram, those of us participating with George and his “Inside the Box” co-author, Katie Novak, are meeting and engaging with others in a rapidly-developing network of educators (aka, trainer-teacher-learners] that has the potential to become another long-term community of learning. We work through Instagram; we learn with and from each other; and, if we’re successful, we and the learners we serve will benefit from having nurtured the “networked” and other Innovator’s Mindset characteristics we are developing with each new interaction we help create. As Novak observes, “When we provide students [ourselves included] with authentic opportunities to network and dive their own learning, it’s a hell of a ride.”
–N.B.: This is the second in a set of reflections inspired by #IITB, the Innovate Inside the Box Instagram Book Study group. Next: The four remaining characteristics (observant, creators, resilient, and reflective).
I’m learning to use Instagram as a tool to foster training-teaching-learning. Not because friends and colleagues told me I should be on Instagram. (They did.) Not because I feel a compelling need to become active on yet another social media platform. (I don’t.) And certainly not for course credits or a grade: there are no grades given in the course I am pursuing—just an opportunity to explore an unfamiliar resource with the support of a tremendously innovative community of learning, under the guidance of a writer-presenter-educator (George Couros) I very much admire.
It started with a question, as have so many of my favorite and most transformative learning opportunities: how can Instagram be used to innovatively foster learning? And it’s the sort of learning opportunity I very much admire. It’s engaging—the moment I posted my first offering on Instagram, I became drawn into brief exchanges with George and my other co-conspirators in learning. It’s multifaceted—an online (mostly asynchronous) book discussion group, functioning as a connectivistMOOC (massive open online course), that includes the opportunity to explore a social media tool (Instagram) as part of the larger goal of engaging in transformative conversations on a topic (innovation in learning) that is of interest to me and those I serve. It’s rhizomatic—expanding and exploding across multiple platforms including Instagram, Twitter, Facebook, YouTube, and even blog postings like this one. And it is creative in every sense of the word, including the idea that we as learners engage in the creation of numerous examples of how Instagram can be used in learning (while learning about Instagram itself) so that, at the conclusion of this three-week book discussion/course/community-of-learning-in-action, we will have produced a fluid, amendable “textbook” that can be used by others interested in learning about Instagram in learning.
We cannot, if we want to understand how this all works, overlook the magnificent organizational skills George brings to the course. He seeds the Instagram conversations with concise, visually-consistent suggested discussion points; incorporates short videos produced with other social media tools, including TikTok, to draw us in as co-conspirators in the learning process; and obviously gave plenty of thought to creating those chapter-by-chapter hashtags so that any of us, at any time, could easily locate, contribute, and respond to content on the topic of our choice. We also benefit from the unspoken assumption that, with content exploding across Instagram, Twitter, Facebook, TikTok, blogs, and other social media platforms, there is no expectation that “keeping up” requires attention to all those possibilities and conversations; we choose what we can do within the time we have for the discussion/course, and happily work in what is a guilt-free learning zone.
Although I was late to joining the conversations—completing my first post on Instagram near the end of the second week of #IITB—I had been slowly reading and reflecting upon the book from the moment I received my copy. I was also using online resources to learn more about how Instagram works; how to create visually appealing posts appropriate to our goal of using Instagram for learning; and to survey some of the tools available for use in creating posts combining images and text. Attempting to complete and post a couple of contributions each day, it hasn’t taken me long to realize that the combination of text and imagery in those posts, along with reflections in the comments field of each post, are giving me a record of my learning; a quickly-growing resource library of images I can use in other projects I am currently completing; and examples I can use for the remainder of this blog post to show how the entire process is working for me—and might also work for you.
Comments accompanying the first post: Experimenting…always experimenting: the heart of training-teaching-learning. So, belatedly, I’m diving into what is meant to be a three-week innovative opportunity to explore Instagram as a tool for learning through an online Instagram-based book discussion centered on Innovate Inside the Box, by George Couros, with Katie Novak. George, upfront (on p. xxxv), reminds us that great learning opportunities, are fostered through our ability to draw upon our own creativity, our willingness to innovate to the benefit of our learners, and “the artistry of teaching”—which inspired me to go back to this photo I took of a playful work of art and think about how the successful incorporation of art into teaching-training-learning can help us hit the bull’s-eye when we are successful.
Comments accompanying the second post: In a chapter on learner-driven, evidence-informed learning, George suggests that a focus on grades (or, by extension, certificates of completion) rather than achievement reduces learning to “letters and numbers” and leaves our learners “lost in the process.” Fostering learning where “people are invested in their own goals” and where success is judged by evidence of positive transformation, on the other hand, carries learners “above and beyond goals that we set for them”—a lesson I’m re-learning as I participate in the book study group. If I were doing this for a grade or a certificate or if I were participating in a workshop on how to use Instagram, I would probably race through the learning challenges and be done with it; bringing my own commitment to lifelong learning to this innovative opportunity to study innovation (and Instagram) and taking the time to explore what Instagram might offer me and those I serve through training-teaching-learning-doing, however, is inspiring me to spend much more time than expected preparing each of these posts—with the result that I’ll leave the study group, when the formal interactions conclude, with an understanding far deeper and more useful than anything a grade provides.
Comments accompanying the third post: In his chapter “Master Learner, Master Educator,” George addresses a theme that comes up often with my colleagues: our roles as teacher-trainer-learners are inextricably interconnected; one part of that term without the others leaves us—and those we serve—at a terrible disadvantage in terms of facilitating and taking advantage of effective, positive, learning opportunities. “If you want to be a master educator, you need to be a master learner,” he reminds us, adding, later in the chapter, the wonderful punchline: “…learning has no endpoint; it is a continuous journey with many opportunities to explore.” And the more we encourage our learners—and ourselves—to solve challenges for themselves/ourselves rather than being spoon fed information they/we will not be able to remember, the more we help them—and ourselves—grow into successful lifelong learners—a lesson I continue to see reinforced as I explore the intersection of Instagram and teaching-training-learning by struggling with the tool; experimenting to produce thoughtful, visually appealing posts; and celebrating small victories while continuing to overcome the challenges that each new post provides.
Comments accompanying the fourth post: In his chapter on creating empowered learning experiences, George contrasts engagement (“listening, reading, observing, consuming”) with empowerment (speaking, writing, interacting, creating”) and suggests that “asking better questions” leads us—and our learners—down fruitful paths in developing valuable lifelong skills. There is an acknowledgement that we cannot ignore the basics when we are working with our learners, but the basics are the starting point, not the finish line: “When students are empowered to choose how they can best demonstrate their knowledge and skills, they are able to see the relevance in learning the basics…and are less likely to check out mentally.” It’s a reminder I appreciate as I explore basic as well as innovative possibilities Instagram provides for training-teaching-learning-doing—not because George or Katie dictate every step I must take as a learner and co-creator in their online book-study experience, but because they are the learning catalysts and I am a willing, curious, engaged, empowered co-conspirator in my own learning process.
So…I’m learning to use Instagram as a tool to foster training-teaching-learning. And I’m learning so much more. If this and subsequent posts about #InnovateInsideTheBox serve as learning opportunities for you and other readers of this blog, then the learning will continue far beyond the three-week online offering, and we will have come full circle in creating when-you-need-them learning opportunities from those in which we have participated, and to which we have contributed.
–N.B.: This is the first in a set of reflections inspired by #IITB, the Innovate Inside the Box Instagram Book Study group.
The basic details have been abundantly covered: 17 students and others on campus that day were killed by a former student. An Instagram video taken and posted by a student and numerous text messages provided some of the earliest, most graphic images and descriptions of what was taking place. The survivors immediately began asking what they could do to help stop the cycle of violence involving shootings on school campuses, followed by meaningless expressions of sorrow and prayer, followed by inaction, and then followed by more shootings. David Hogg, Emma Gonzalez, and other Marjory Stoneman Douglas (MSD) students began meeting within days to create a plan of action, which led to their formation of Never Again MSD (also known as #NeverAgain and #EnoughIsEnough); spawned the global March for Our Lives movement that helped organize events in more than 850 cities worldwide the following month; and has also spawned the Vote for Our Lives movement currently mobilizing young (prospective) voters across the United States in an effort to respond positively to a situation that they—and many of us—feel is completely intolerable and could more effectively be addressed than it has up to this point.
The human part of the story comes through loudly and clearly in the book, as this excerpt (written by Lauren) shows: On the night of the day that the Parkland shooting took place, “I basically passed out. I couldn’t physically stay awake. The same thing happened the next night and the next night and on like that for weeks. During the day I’d have to take naps, then I’d pass out at eight or nine every night and wake up in the middle of the night, so I’d start the next day exhausted again. It’s still hard for me to get a normal night’s sleep. So many of the kids at my school are like that. I never thought trauma could take that kind of toll, but it does” (p. 68).
Many have expressed shocking cruel and brutal disbelief in online posts that students as young as these writer-activists are could help mobilize and inspire the level of action they have already inspired through social media platforms and other resources—boycotts that caused “big companies from Delta Airlines to Hertz” to distance themselves from the NRA; gun-control legislation in New York, Vermont, (Deerfield) Illinois, Florida, and Maryland; and those marches themselves (pp. 124-126): “Then we left Dr. Phil and went home with friends to our old neighborhood, and I had to go to sleep again because I was falling asleep even in the car. The next morning, really early, something like four a.m., my phone started buzzing and buzzing,” Lauren writes (p. 81). “I finally got up and looked at Instagram to see why people were on there, and I saw all these white supremacists and neo-Nazis saying horrible stuff on my Instagram account, like You’re going to hell, you’re an actress, your whole family is going to hell. There was one that read, Your whole school is not real, you’re all actors. I thought that was just so bizarre that someone would even think that. My whole school?”
The narrative throughout the book responds to that disbelief. David describe how what they learned at home from their father (a retired FBI agent) about remaining as calm as possible under the most trying of circumstances helped carry them through the moments during which the shooting was occurring. David also writes about how his experience gathering and posting news reports through coursework he was completing led him to actually take videos of himself describing what was occurring and sending those for posting before that initial day of horror was over. Both acknowledge the positive impact their instructors and coursework had in preparing them for their transition from learner to activist—a much-needed tribute to what is good in our educational system at a time when so many critics complain bitterly about how ineffectual that system is. And they explicitly acknowledge how that magnificent community of learning pulled together in ways that brought friends together to apply what they had learned so they could attempt to change a world that so clearly is far from the world of their dreams.
March for Our Lives, San Francisco (3/24/18)
The #NeverForget chapter at the end of the book provides a resource we would do well to read and reread on a regular basis if we do not want to lose sight of the human tragedy at the heart of this political movement: a list of some of the people who “have been killed in gun violence” since 1999, along with brief, often-poignant descriptions of those who are no longer with us. It’s difficult to imagine being able to read those descriptions without feeling a tremendous sense of loss and a desire to be part of the community attempting to respond positively to those losses with more than expressions of sorrow and prayer.
What we’re left with at the end of the final chapter is an inspiring call to action that again circles back to the importance of a well-functioning educational system that prepares our learners/youngest citizens to use all the resources available to them to not surrender to despair: “We learned to love people for what they are instead of hating them for what they’re not. And like the namesake of our high school—Marjory Stoneman Douglas, who changed her world by a full-on engagement with it, every day, as a journalist, a suffragette, and conservationist—we are learning to change the world by presuming that we can” (p. 141).
This was a snap that did not—and will not—disappear. Copied and reposted online and included in mainstream media coverage of the tragedy, it has taken on a life of its own; was part of a student-driven online social media presence that helped spur the March for Our Lives (#MarchForOurLives) protest movement that has attracted participation from students and adults in more than 800 cities worldwide and its companion initiative, Vote for Our Lives (#VoteForOurLives); and, within one month of the shooting, had produced gun-control legislation in Oregon and Florida unlike any that previously came out of years of fruitless conversations between those in favor of somehow limiting access to guns and those who firmly believe that the Second Amendment to the United States Constitution provides absolute, uncontrolled access to guns.
Watching that snap or looking at March for Our Lives images on the Instagram and Flickr photo-sharing sites takes you to the heart of one of the most divisive debates in America today. You don’t just see people affected by an issue seeking some sort of positive resolution: you see the debate itself playing out in sometimes spiteful, vicious comments between those who find themselves on opposite sides of a debate that was producing few concrete results—until that snap went viral, the students became advocates with often very sophisticated approaches to the social (and mainstream) media tools available to them, and those students joined the voices of those insisting that “enough is enough” and that a positive response to the most awful of situations had to come sooner than later.
The fact that Snapchat was the initial vehicle for providing painfully jarringly intimate glimpses into another tragedy unfolding was probably something that those creating Snapchat could never have predicted when they created a platform for capturing and briefly disseminating ephemeral moments.
“I don’t think [Facebook Co-founder, Chairman, and Chief Executive Officer] Mark Zuckerberg ever dreamed that Facebook would be involved in presidential election scandals and the fake-news cycle. Nor do I think that Snapchat leadership pictured teens snapping violent and traumatic injury in the midst of a horrific crisis,” Samantha Becker, the independent consultant and President of SAB Creative & Consulting, says. “It’s not necessarily something you envision from the get-go, but it makes sense that social networks would be effective vehicles for spreading news, exposing real-life events in progress, etc. But there can definitely be backlash. I’m thinking about the Logan Paul YouTube scandal from a couple months ago, where he showed footage from a suicide. People are rightfully concerned that social media can glamorize the tragic. It’s a very delicate balance and there is a fine line between sharing something that spurs positive action vs. negative reactions. The in-situ experience of social media means that people aren’t always thinking before they post—and they can be greatly penalized for that or end up inspiring the wrong kind of action.
“I don’t have a solution for how and where to draw the line, but we could use more guidance around that and more ways to educate forthcoming generations and provide proper digital literacy training.”
Briefly tracing the early, rapid growth of #MarchForOurLives provides a strong reminder that specific social media platforms do not operate in a vacuum; they are part of an overall combination of traditional and relatively new media formats available to those who want to take the small- and large-scale steps that can lead to changing the world. #MarchForOurLives at least in part grew rapidly because those Snapchat images inspired action in a variety of ways: through mainstream and cable news programs; postings on other social media platforms including Facebook, Twitter, Flickr, Instagram, and YouTube; fundraising efforts coordinated by the nonprofit March for Our Lives Action Fund and others; and the personalization of the story through Parkland student-activists including Emma Gonzalez and David Hogg. In fact, it is the personalization of that message through the voices of Gonzalez, Hogg, and others that draw us and inspire us to action through the power of storytelling—through Snapchat, Twitter, Facebook, YouTube, and book-length explorations that bring these stories to people who might otherwise be overwhelmed and be unable to see that the road from observer to activist can be traveled in many different ways and in relatively short periods of time. Hogg and his sister Lauren appear to understand this implicitly: less than six months after the shooting in Parkland, they were able to publish #NeverAgain, a call to action published by Random House Trade Paperbacks.