Based on the analysis described in my previous blog My Digital Map about Whites (2011) visitor-resident map typology, I am categorized as a visitor in the online sphere. I use various internet facilitated tools and social media as a means of consumption of information and task completion (White & LeCornu, 2011). Though I have worked on developing social media accounts for work purposes or to build brands anonymously, when one searches my name very little content created by me can be found. In fact, I have not engaged with most of my profiles on social media for at least a year, in terms of content creation. As I moved on from work that required social media involvement, I became more of a consumer of information, rather than a creator online.

After reading and spending time contemplating my digital presence and identity as part of the MALAT program, having an online presence is will be beneficial for me professionally. It was very impactful for me when Rheinhold (2010) stated “social media technologies and literacies will shape the cognitive, social, and cultural environments of the 21st century” (p. 24). My goal is to move towards being a resident while establishing a digital identity as a higher education professional with a focus in online learning by the end of the MALAT program. I hope to achieve this goal through the MALAT blog, Twitter and LinkedIn.

Though I am technically inclined, possess knowledge of creative tools and am experienced in building brands online, I know I will still face several challenges. Firstly, I value my privacy and this experience pushes me outside of my comfort zone. Secondly, I am contemplating how to create a presence that accurately reflects who I am. Thirdly, finding and creating meaningful content that provides critical analysis for others and that adds to general discourse of higher education and online learning will be a learning process. Though I anticipate these three challenges in building my online presence, I recognize the value this experience can add to my professional practice and opportunity it provides to build connections with others interested in similar work.

To help take on the challenges ahead of me, approaching the task of building an online presence slowly and intentionally will be key, editing my online presence to fit my goal (Schryver, 2013). This type of measured approach will allow me to become comfortable as I begin to develop an online identity within higher education. Focusing on a professional presence, rather than a personal one, also eases the hesitation about an online presence and privacy. Moreover, completing the MALAT program will play a significant role in building a presence. As the program progresses, so will my knowledge of online learning and education, critical thinking and analysis, as well as, my digital presence through the MALAT blog. By doing so, I will gain more ideas for relevant content and engagement strategies. Hopefully, this two-year process will provide me with a base to move forward in the digital sphere as a higher educational professional with an emphasis in online learning.

My measures of success are a mixture of internal and external indicators. Internal, by the end of the program I would like to feel comfortable posting online as under as myself and to develop my critical analysis skills, industry network and locations of information to feel confident in the content I post. From experience, I know that it is difficult for content to be noticed in the sea of information that is the internet, regardless of industry. Thus, for me, success does not involve likes, retweets or comments per say, rather, I will focus on posting content I am confident and excited to post that reflects my learning and chosen narrative. As for external indicators, I would like the content on my MALAT blog, Twitter and Linkedin profiles and content to clearly indicate I am a higher education professional. Over time I will be able to view my past blogs, Twitter posts and LinkedIn activity, which will enable me to reflect on my learning growth over the two-year period.

 

References

Rheingold, H. (2010). Attention, and other 21st-century social media literacies. Educause Review, 45(5), 14. Retrieved from https://er.educause.edu/articles/2010/10/attention-and-other-21stcentury-social-media-literacies

Schryver, K. (2013, February 5). Who are you online? Considering issues of web identity. The New York Times. Retrieved from https://learning.blogs.nytimes.com/2013/02/05/guest-post-who-are-you-online-considering-issues-of-web-identity/?_r=0

White, D. S., & LeCornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9). Retrieved from https://firstmonday.org/article/view/3171/3049