This Change magazine article, “#HashtagPedagogies: Improving Literacy and Course Relevance Through Social Media Metaphors,” which suggests using social media vocabulary to describe academic concepts that are familiar to faculty and professionals, but not students, has been rattling around my head this month.
The author, Micah Oelze, models his strategy by choosing a central hashtag for lectures and discussions, and teaches students to apply Instagram vocabulary, like hashtags and @ signs, as note-taking symbols in the margins of readings. He says, “By borrowing language from social media, longstanding critical reading strategies can be taught in a way that feels intuitive for students of the millenial and Z generations.” I like how he repurposes the @ sign (used on Instagram to tag other users) to relate another author’s ideas to the text at hand, which supports the “Scholarship as Conversation” frame.
Oelze says this social media language is second-nature to many students, which is why the metaphor is so successful.
“When educators point out the overarching principle and label it with #, something powerful happens. As an automatic reflex, students recognize this is no longer actual text, but rather a concept, one that is distinctively searchable and can be applied to any number of relevant cases.”
In the classroom, I’ve compared subject headings to hashtags, particularly the hyperlinked subject headings in many of our databases. But I like that this article takes it a step farther, having students organize and “curate” class topics by choosing the hashtags themselves. This is no different than creating metadata or assigning subject headings, but without the scholarly name for it.
In order to comprehend new information they’re reading, students must be able to make connections that are text-to-self, text-to-text, and text-to-world. Forming connections between the reading and oneself is one of the easiest to teach, and there are excellent prompts to get students thinking about how a text might apply to the world. But I see students struggle to master synthesizing sources with other texts and their own arguments in papers. Using hashtags to track overarching concepts is one great way to practice this text-to-text connection.
A student’s research process, the way they organize information, is an important component to their success. I’m interested in the literal ways that they go about a school project: Do you use Google docs, or citation managers like Noodlebib? Do you write your draft on paper first? Do you outline, or highlight as you read? I’ve found that the students that have some type of research process, a routine they consistently follow for each project, are more prepared for assignments and able to build on their skills over time.
In the one-shot classroom, I encourage students to consider their research process. “How I organize my research might not be the best way for you to do it. But it’s important for you to discover the way that works best for you.” When students take ownership over their process, confidence and efficiency emerge.
If hashtagging your way through a scholarly article helps you connect the concepts, that’s great. A single metaphor won’t resonate with every student, so I’m always looking for new ways to describe this important part of college success. This article got me thinking, and I recommend checking it out!
Are there ways you communicate scholarly concepts to students so that they’re less intimidating? What are some metaphors you’ve used to translate academic jargon into relatable language?