“The other day I got into an ‘argument’ with a student about whether or not I was really a librarian. His position was that I wasn’t a librarian—I was actually a teacher who happened to have an office in the library.
It was a weird discussion to be having. As the conversation continued, it became clear that he was, in no small part, trying to annoy me. But I don’t think the original statement was meant just to taunt me. We ended up trying to pull in other students to make our respective cases—his that I wasn’t a librarian, mine that I really was. The general consensus seemed to be that I was definitely a librarian. And probably also a teacher.”
The Internet defines the way that young people learn, communicate, and create. A recent report by the Youth and Media Policy Working Group Initiative at Harvard’s Berkman Center stated that “[m]edia literacy skills overlap with safety skills.” In addition to learning how to phrase a search query, students need to learn how to protect themselves online, and how to share their work through wikis, videos, and other interactive media. Without a dedicated guide, they end up, in the words of professor Henry Jenkins, as “feral children of the Internet raised by the Web 2.0 wolves.”
Nothing we haven’t heard before in this article, but I really like that quote.