Global Kids' Digital Media Initiative

Online identity formation and its implications for learning have, for a number of years now, been a focus of investigation and attention among researchers and educators. The MacArthur Foundation, in its Digital Media and Learning Initiative, even dedicated a full research volume (out of six) to the subject. Largely, these investigations and discussions have focused on how young people's usages of technology have allowed them to explore and shape their own identities be it in games, virtual worlds or social networking sites.

Recently though, I've been struck by how these issues of online identity manifest for educators themselves. Being an educator that works both in the classroom as well as in many online spaces, the traditional "teacher as purveyor of truth" role is one that has gone out the window relatively quickly for me. Granted, the role of educators within Global Kids was never a didactic one. Staff working with youth are given the title of "trainer"; a facilitator that challenges students to think critically about issues and information and arms them with the skills and resources to educate themselves. At the same time, I'm often finding myself in situations that go far outside even that role.

On my twitter stream, for instance, I recently made a post about how I'd just watched a documentary about a current presidential candidate's former role in a government position, and added that I didn't think the individual was fit for the highest office in this country. Normally I wouldn't think twice about sharing this opinion amongst friends, but I also found myself thinking after the post after the fact given that a number of the teens I work with follow my twitter stream. (Ironically, the post, sent by SMS, never made it to my stream. A sign?)

I've also followed many a conversation on the Second Life Educators Discussion list from college educators that hold classes there where heated debate has ensued about whether one should have an "alt" (alternate account) for personal use when not teaching, so as not to "bump into" students online that might end up going to the same (pg) dance club, or otherwise maintain an "pure" or perhaps "non-muddled" online identity in that medium.

As an educator, these issues can have profound implications. Does the online equivalent of running into your (above age, of course) student in a local bar damage your authority, or worse, legitimacy? Is twittering about a documentary you see and opining on it an abuse of that authority or legitimacy, especially in a medium like twitter which with its 140 character maximum leaves little room for creating context?

My immediate instinct is that this added transparency is better and helps to take educators off of pedestals to establish them as real people, but at the same time part of me doesn't think it's realistic to wear all your hats at the same time in any given context. Right now, playing with these edges as an educator is both fun and fascinating, and I'd love to hear anyone's stories and/or opinions, both the from the educator and student side, about how these questions of online identity have played out.