Understanding social media learning through postmodern literature

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter will examine the potential for using the postmodern novel with education professionals to navigate the complex, shifting, uncertain waters of their professional roles and identities in a digital world. It considers how engaging with these texts can support educators and also help them to support the professionals they train.
Based on a recent narrative inquiry into the social media-based learning of masters level students, who teach in a range of professional and vocational subjects, this chapter argues that forays into a social media environment confer a distinctly postmodern character to the learning experience. Paranoia, fragmentation, intertextuality, metafiction and hyperreality, are all features of this kind of learning experience, echoing some of the typical features of postmodern literature to an uncanny degree. Such experiences can be disconcerting and unsettling for professionals, and comparisons with the postmodern novel have the potential to reveal their experiences in context, not as failure or difficulty, but as characteristic of ways of being a professional in contemporary society, where notions of truth, objectivity and authority are constantly contested, broken down and reassembled from many different sources and standpoints. Technologies that promise to make our professional lives more understandable and open to our control also demand that we become reconciled with ambivalence in an incurably ambiguous world. (Bauman 2013).
LanguageEnglish
Title of host publicationProfessional Education with Fiction Media
Subtitle of host publicationImagination, Engagement and Empathy in Learning
EditorsChristine Jarvis, Patricia Gouthro
PublisherPalgrave Macmillan
Chapter4
Edition1
ISBN (Electronic)9783030176938
ISBN (Print)9783030176921
Publication statusAccepted/In press - 7 Mar 2019

Fingerprint

social media
learning
experience
objectivity
ambivalence
fragmentation
educator
narrative
water
literature
demand
education
student

Cite this

Reynolds, C. (Accepted/In press). Understanding social media learning through postmodern literature. In C. Jarvis, & P. Gouthro (Eds.), Professional Education with Fiction Media: Imagination, Engagement and Empathy in Learning (1 ed.). Palgrave Macmillan.
Reynolds, Cheryl. / Understanding social media learning through postmodern literature. Professional Education with Fiction Media: Imagination, Engagement and Empathy in Learning. editor / Christine Jarvis ; Patricia Gouthro. 1. ed. Palgrave Macmillan, 2019.
@inbook{30c2fa1b193d402898addb6a6345e436,
title = "Understanding social media learning through postmodern literature",
abstract = "This chapter will examine the potential for using the postmodern novel with education professionals to navigate the complex, shifting, uncertain waters of their professional roles and identities in a digital world. It considers how engaging with these texts can support educators and also help them to support the professionals they train.Based on a recent narrative inquiry into the social media-based learning of masters level students, who teach in a range of professional and vocational subjects, this chapter argues that forays into a social media environment confer a distinctly postmodern character to the learning experience. Paranoia, fragmentation, intertextuality, metafiction and hyperreality, are all features of this kind of learning experience, echoing some of the typical features of postmodern literature to an uncanny degree. Such experiences can be disconcerting and unsettling for professionals, and comparisons with the postmodern novel have the potential to reveal their experiences in context, not as failure or difficulty, but as characteristic of ways of being a professional in contemporary society, where notions of truth, objectivity and authority are constantly contested, broken down and reassembled from many different sources and standpoints. Technologies that promise to make our professional lives more understandable and open to our control also demand that we become reconciled with ambivalence in an incurably ambiguous world. (Bauman 2013).",
author = "Cheryl Reynolds",
year = "2019",
month = "3",
day = "7",
language = "English",
isbn = "9783030176921",
editor = "Christine Jarvis and Patricia Gouthro",
booktitle = "Professional Education with Fiction Media",
publisher = "Palgrave Macmillan",
edition = "1",

}

Reynolds, C 2019, Understanding social media learning through postmodern literature. in C Jarvis & P Gouthro (eds), Professional Education with Fiction Media: Imagination, Engagement and Empathy in Learning. 1 edn, Palgrave Macmillan.

Understanding social media learning through postmodern literature. / Reynolds, Cheryl.

Professional Education with Fiction Media: Imagination, Engagement and Empathy in Learning. ed. / Christine Jarvis; Patricia Gouthro. 1. ed. Palgrave Macmillan, 2019.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Understanding social media learning through postmodern literature

AU - Reynolds, Cheryl

PY - 2019/3/7

Y1 - 2019/3/7

N2 - This chapter will examine the potential for using the postmodern novel with education professionals to navigate the complex, shifting, uncertain waters of their professional roles and identities in a digital world. It considers how engaging with these texts can support educators and also help them to support the professionals they train.Based on a recent narrative inquiry into the social media-based learning of masters level students, who teach in a range of professional and vocational subjects, this chapter argues that forays into a social media environment confer a distinctly postmodern character to the learning experience. Paranoia, fragmentation, intertextuality, metafiction and hyperreality, are all features of this kind of learning experience, echoing some of the typical features of postmodern literature to an uncanny degree. Such experiences can be disconcerting and unsettling for professionals, and comparisons with the postmodern novel have the potential to reveal their experiences in context, not as failure or difficulty, but as characteristic of ways of being a professional in contemporary society, where notions of truth, objectivity and authority are constantly contested, broken down and reassembled from many different sources and standpoints. Technologies that promise to make our professional lives more understandable and open to our control also demand that we become reconciled with ambivalence in an incurably ambiguous world. (Bauman 2013).

AB - This chapter will examine the potential for using the postmodern novel with education professionals to navigate the complex, shifting, uncertain waters of their professional roles and identities in a digital world. It considers how engaging with these texts can support educators and also help them to support the professionals they train.Based on a recent narrative inquiry into the social media-based learning of masters level students, who teach in a range of professional and vocational subjects, this chapter argues that forays into a social media environment confer a distinctly postmodern character to the learning experience. Paranoia, fragmentation, intertextuality, metafiction and hyperreality, are all features of this kind of learning experience, echoing some of the typical features of postmodern literature to an uncanny degree. Such experiences can be disconcerting and unsettling for professionals, and comparisons with the postmodern novel have the potential to reveal their experiences in context, not as failure or difficulty, but as characteristic of ways of being a professional in contemporary society, where notions of truth, objectivity and authority are constantly contested, broken down and reassembled from many different sources and standpoints. Technologies that promise to make our professional lives more understandable and open to our control also demand that we become reconciled with ambivalence in an incurably ambiguous world. (Bauman 2013).

M3 - Chapter

SN - 9783030176921

BT - Professional Education with Fiction Media

A2 - Jarvis, Christine

A2 - Gouthro, Patricia

PB - Palgrave Macmillan

ER -

Reynolds C. Understanding social media learning through postmodern literature. In Jarvis C, Gouthro P, editors, Professional Education with Fiction Media: Imagination, Engagement and Empathy in Learning. 1 ed. Palgrave Macmillan. 2019