EDCI 338

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What are the benefits and risks of participating in public media spaces?

When I use my social media as a public professional learning network (PLN), I see it as both an opportunity and a risk. Public expression allows me to build a professional image, engage with diverse perspectives, and connect with various fields. I used to think digital literacy was just about knowing how to use technology. But after reading Trilling and Fadel (2009), I realized it also includes how we communicate online and judge information critically.

Furthermore, engaging in public media spaces enables continuous learning while also making me acutely aware that content spreads rapidly on social media. On social media, even one sentence can spread very fast. People might screenshot it or misunderstand what you meant. As Hirst (2018) notes, the social news environment is influenced by algorithms and business models, often amplifying emotional content.

For instance, many Chinese bloggers repost social news, such as videos of the Shanghai conflict incident. Initially, everyone was emotionally charged, but days later, when the police released their official statement, it became clear that the bloggers’ information was incomplete and even partially misleading. While those who reposted earlier may not have acted maliciously, they contributed to the spread of emotion—a scenario not uncommon on Weibo.

Conflict and Responses in Public Discourse and the Challenges of Media Literacy

On public platforms, facing criticism is actually quite normal, especially when discussions involve social issues or factual judgments, which are more likely to spark debate. I believe media literacy leads to conflict because it doesn’t just involve debating the truthfulness of information; it also touches on personal stances and beliefs.

When we question the source of a piece of information, the other party may feel their viewpoint is being dismissed. Social media algorithms also make this worse. They show us content we already agree with, so over time different groups see very different versions of reality.

Hirst (2018), in discussing fake news, noted that the spread of misinformation relates to media structures and commercial mechanisms. I’ve observed that some conflicts aren’t merely personal disagreements but outcomes shaped by broader environmental influences.

Against this backdrop, I believe responding to negative comments requires even greater rationality. Instead of emotional counterattacks, we should choose to provide evidence, explain our positions, or opt not to reply when necessary. Trilling and Fadel (2009) highlight critical thinking and responsible communication as components of digital literacy, describing how we evaluate information and navigate disagreements.

For instance, many public figures on China’s Weibo have faced intense criticism over a single statement, only to later clarify that their words were taken out of context or maliciously interpreted. Comment sections often become spaces where certain groups form fixed opinions, with few willing to revisit the original context. This “emotion-first” environment inherently makes rational discussion difficult.

This feels even more important for people who have a professional identity, because others might see their words as representing an organization, not just themselves. For me, maintaining composure during conflicts is more important than “winning the argument.” It’s crucial to express oneself rationally in public spaces and respect differing opinions.

Reference:

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Hirst, M. (2018). Navigating social journalism: A handbook for media literacy and citizen journalism. Routledge.

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How diverse is your PLN?

Before taking this course, I always thought my PLN was relatively diverse. I followed people from different professional fields and was exposed to various perspectives, so I didn’t question its “diversity” much at the time. However, after watching Shelley Moore’s content on “Inclusion is not assimilation,” I realized I hadn’t fully understood what a PLN entails. (Moore)

For instance, in my daily use, I do follow content creators from diverse backgrounds. Yet I noticed they often employ similar language and share remarkably similar narratives. Whether sharing career experiences on LinkedIn or discussing learning on YouTube, most content follows strikingly similar success paths and standardized processes. This content is more likely to be recommended by platforms, continuously appearing in my feed. Conversely, content that doesn’t fit this pattern receives fewer recommendations, leaving me with little chance to discover it.

How does social media engage communications?

After reading the perspectives in Media & Social Justice, I believe social media has transformed the way public communication occurs, making it more free and accessible. Compared to traditional media, social media lowers the barrier to participating in public discourse, enabling individuals to move beyond being mere recipients of information. Instead, they can express their views, respond to others, or establish connections within the public sphere. (Clark and Aufderheide)

Furthermore, I’ve discovered that social media expands learning possibilities within Personal Learning Networks. For instance, discussion forums, comments, and sharing features on Brightspace transform learning from classroom-bound activities into an ongoing interactive process. I not only access specialized knowledge but also observe how others interpret and respond to content, thereby strengthening my own perspectives.

Also, on platforms like YouTube or MathLab, when I watch learning-related videos or posts, I can see others sharing different interpretations or highlighting important points in the comment sections. We can even reply directly to each other. This interaction makes me realize that communication is no longer a one-way transmission of information, but an ongoing exchange.

How does social media challenge communications?

After watching Obama’s speech at Stanford, I realized that while social media accelerates information dissemination, it also reduces the time people spend verifying and comprehending information. This observation resonates with my personal experience. Faced with a deluge of rapidly updated content, people are often drawn to emotional or strongly opinionated viewpoints rather than delving into the context of events.

Though social media enhances communication efficiency, it may simultaneously diminish communication quality, necessitating more cautious engagement. For instance, when Dr. Yuan Longping of China was critically ill, Chinese microblogging platforms mistakenly reported his death. Nearly everyone believed the news, and it spread wildly across Chinese networks. Only after Yuan Longping’s team personally issued a statement did people realize the news was false.

Reference:

Clark, J., Aufderheide, P. (2011). A New Vision for Public Media. In: Jansen, S.C., Pooley, J., Taub-Pervizpour, L. (eds) Media and Social Justice. Palgrave Macmillan, New York. https://doi-org.ezproxy.library.uvic.ca/10.1057/9780230119796_5

Moore, Shelley. One Without the Other : Stories of Unity Through Diversity and Inclusion, Portage & Main Press, 2016. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uvic/detail.action?docID=4832579.

Obama, Barack. President Obama Addresses Disinformation. YouTube, uploaded by Stanford University,

www.youtube.com/watch?v=LH6kq3HhjgQ.

What digital platforms are students currently using to develop their professional network?

I believe most students currently rely on LinkedIn to build and maintain their professional networks. As an authoritative platform, LinkedIn is frequently used by companies to review student profiles. On LinkedIn, students can showcase their academic backgrounds and project experiences while connecting with corporate HR professionals.

Beyond this, I believe learning-related platforms—such as Uvic’s Brightspace, Discord, or other interactive learning platforms—also support professional relationship building. While not job-focused like LinkedIn or Indeed, these platforms enable students to establish connections within their professional interests through collaborative discussions and task completion.

What could the student consider in expanding their professional learning network?

I believe that when expanding their professional learning network, students shouldn’t constantly seek out new platforms. Instead, they should focus more on how they engage within existing platforms. Often, students consume vast amounts of information but remain largely at the level of browsing and receiving content, with little genuine interaction.

For instance, on platforms they already use, students can try shifting from passive viewing to light interaction—such as leaving simple comments, sharing learning outcomes, or responding to others’ perspectives. This shift from “mere usage” to “leaving traces” aligns with the Visitor and Resident mapping concept (White & Le Cornu, 2011).

How might employers perceive your digital identity if they assess it through social media?

If employers review my social media and digital identity, they likely see only a fraction of my online activities. My digital identity reflects only the aspects I choose to present publicly, while substantial learning efforts remain largely invisible.

Conversely, on platforms where I engage more actively—such as GitHub, Mathematics Stack Exchange, or course-related learning spaces—employers might observe my professional side. Digital content is often interpreted differently by various audiences across contexts (Regan & Jesse, 2019). For instance, a seemingly casual post on Facebook might be unexpectedly interpreted by an employer as unprofessional, potentially influencing their judgment of my work ethic. Conversely, ordinary school assignments might be perceived by employers as evidence of professional competence.

This has made me realize that digital identity is not entirely within an individual’s control, it gradually takes shape through others’ viewing and interpretation.

Reference:

Regan & Jesse (2019)
Regan, Priscilla M., and Jessica Jesse. “Ethical Challenges of EdTech, Big Data and Personalized Learning: Twenty-First Century Student Sorting and Tracking.” Ethics and Information Technology, vol. 21, no. 3, 2019, pp. 167–179.

White & Le Cornu (2011)
White, David, and Alison Le Cornu. “Visitors and Residents: A New Typology for Online Engagement.” First Monday, vol. 16, no. 9, 2011,
https://firstmonday.org/ojs/index.php/fm/article/view/3171/3049.

Why do we engage in online public spaces?

I believe people participate in online public spaces for diverse reasons, including learning, entertainment, expressing opinions, building professional identities, or seeking a sense of belonging. For instance, some choose to share thoughts on “X,” while others prefer posting videos on “TikTok.” For me, the most significant motivation stems from my desire for every contribution to be meaningful engagement. For me, “meaningful contributions” don’t necessarily mean presenting authoritative opinions or sophisticated discourse every time, but rather generating responses after speaking up.

Moreover, online public spaces have made me realize that learning no longer happens solely in classrooms. Much understanding actually emerges gradually through discussions—by reading others’ perspectives, observing different viewpoints, and reflecting on my own thoughts, I gain deeper insights into issues. Moreover, this learning approach is more open and lowers the psychological barrier to participation. For instance, as an international student whose native language isn’t English, online discussions give me more time to think and organize my thoughts compared to speaking up in class. This makes me more willing to engage. This relatively low-pressure environment allows me to express my views more proactively and gradually build confidence in participating in public discussions.

What is digital identity?

In Eric Stoller’s video, digital identity is described as our holistic presence in cyberspace—not merely an account or profile(Stoller). It’s shaped by the content we actively publish, information others share about us, and how platforms and algorithms present this material. This means digital identity isn’t entirely under our personal control; it constantly evolves through usage. For example, Linus Sebastian consistently uploading videos about computer hardware on YouTube shapes his identity as a computer expert.

Furthermore, I’ve come to realize that even if a user “posts nothing” online, their silence itself becomes part of their digital identity. How an individual participates, the frequency of their engagement, and the platforms they choose to appear on all influence others’ understanding of their online persona.(The Value of Digital Identity).

Favorite song: Bang! — AJR

Reference:

Stoller, Eric. What Is Digital Identity? YouTube, uploaded by Eric Stoller, 2016,
www.youtube.com/watch?v=u0RryRbJza0.

The Value of Digital Identity for the Global Economy and Society. YouTube, 2018,
www.youtube.com/watch?v=1-V7lyxrOmw.

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