Tag Archives: Extension Educators

Video Version of “A Social Media Call to Action” Now Available

If you’re a frequent visitor to this site, you are familiar with one of my overriding professional preoccupations: that the techniques Cooperative Extension educators once used to dominate the knowledge landscape — face-to-face encounters and traditional print and broadcast media — are being replaced by a new information order in which online sources of knowledge accessed literally at the speed of light out compete everything.

The availability of so much information explains why we are being shoved off the turf we once considered exclusively our own.  And here’s the really scary part: We face the real risk of extinction unless we learn how to operate effectively within this increasingly crowded landscape and in ways that distinguish us from tens of millions of others.

There is a place for Extension educators in this new 21st century information order, but only if we transform ourselves into engaged, networked educators — people who not only inspire their clients but also help them learn and adapt within this radically new world and flattened knowledge landscape.  We must become fully engaged, fully networked educators who use social media to disseminate knowledge to much larger audiences and to develop two-way, reciprocal relationships with those audiences.

This video, which serves as a companion piece for the Alabama Cooperative Extension System’s online publication, “A Social Media Call to Action,” is an appeal to Extension educators everywhere to undertake the requisite steps to transform themselves into the 21st century educators they must become, not only for the sake of their clients but also for their organizational survival.

From Normative to Nodal

Back in the day, the mid-1990s, when the Web was still a comparatively new and rather bewildering concept to many people, I had the great fortune of surfing onto the pages of one of the great visionaries of cyberspace.

Jim, an amateur scholar and attorney who lived in Brooklyn — neither his full name nor scholarly interests are germane to this discussion — had a passion for a field of study that also interested me.

Mind you, this was at a time when the Web moved at a snail’s pace, Facebook was a mere twinkle in the eyes of an obscenely young Mark Zuckerberg, and the rare spotting of an embedded graphic amid a sea of dense hypertext literally was a sight for sore eyes.

Yet, with a working knowledge of UNIX and hypertext, Jim pulled off a miracle. Using the cybernetic equivalent of a quill pen and inkwell, he constructed a remarkable byway within this emerging network.

Small wonder why: He was a wordsmith par excellence at a period of the Web’s development when engaging, crisply-written prose meant everything. His Website was made up almost entirely of self-published, carefully reasoned, thought-provoking FAQs and essays.  Monuments to concision, they were also written in a style that was highly accessible to nonprofessionals like me.

Indeed, Jim was a master of the science of stickiness, writing in a way that ensured that his subject matter was both accessible and stuck in his readers’ heads.

He had also assembled a mind-bogglingly comprehensive resource list comprised of hundreds of rare book and magazine titles, which had been passed along by members of his USENET discussion group. (This was years before listservs could be conveniently constructed via Yahoo and Google accounts.)

After a few weeks rummaging through this esoteric treasure trove, the realization hit me: Jim was a trailblazer who had demonstrated how  Web-based resources could be marshaled to disseminate knowledge with remarkably greater speed and efficiency, which, in turn, secured a considerably lowered learning curve.

Think about it: Setting out to acquire a similar working knowledge of such obscure subject matter would have taken considerably longer in, say, 1978 — many months, if not years, in fact.  An allusion in a book would have led me to a footnote — if the book were footnoted — then to another book followed by another and another.  Of course, way back in the 1970s, how well acquainted I became with any subject-matter area ultimately depended on the range of books available via my local library.

While I was unaware of it at the time, Jim had anticipated something else that is now commonplace in cyberspace.  He had used his comparatively rare skills to function as an aggregator, assembling a vast reservoir of esoteric knowledge on behalf of hundreds, if not thousands, of aspiring scholars. Even better, he was acting as a curator, using his facts and essays to present this complicated material in a deeply enriched context.

Reflecting on this experience, another thing strikes me about Jim: Despite the fact that he was only a self-taught scholar, he had managed to draw some of the world’s first-rate scholars of this subject into his USENET discussions.

Granted, he was not the leader of this discussion —among many of the professional scholars, he likely was not even considered a first among equals — but he was valued both for the role he had served in assembling this eclectic body of scholars and for his frequent and insightful input, which always served to enliven the discussion or to refocus it when it occasionally wondered off topic.

Little did I know at the time that he was setting a benchmark for my coworkers and me — for the Extension educators of the 21st century.

Not too long ago, Extension work was largely a normative undertaking.  By that I mean that we were among a handful of vanguards operating on behalf of the nation’s land-grant universities and entrusted with helping define the standards for farming, nutrition and fitness, and youth and community development.

Yet, as my New Hampshire colleague, Peg Boyles, aptly pointed out recently, Extension educators are transitioning from a normative to nodal outreach approach.  By that, she means that we Extension educators increasingly will function as important nodes within a vastly extended informational network in which all sorts of people, experts and laypersons alike, are interacting within an increasingly collaborative and democratized knowledge landscape.

To be sure, much as Jim demonstrated more than a decade and a half ago, Extension educators will still serve a critical role using Web 2.0 technologies to expand the opportunities for dialogue and substantive discussion among our traditional clients and public and private partners.

Even so, we will no longer enjoy the normative role that defined our work in the last century. Much like Jim, we will be valued for the role we serve as aggregators, using social media tools not only to assemble critical resources on behalf of our clients, but also as curators, providing this material within enriched, value-added contexts — and, when the need arises, to enliven and refocus discussion.