Creating my Resident–Visitor map was a surprisingly reflective process. Mapping my use of technology made me more aware of where and how I leave a digital footprint, both personally and professionally. On the institutional side of the map, tools such as Microsoft Teams, Google Docs, Outlook email, and my online class website sit closer to the resident space, reflecting how intentionally and frequently I use these platforms for teaching, collaboration, and content creation. My WordPress blog also appears firmly in the resident zone, as it represents a space where I actively contribute and build a professional presence.
What stood out to me most was how limited my personal resident use is. This was not accidental, but a conscious shift I made when I became a teacher. Being more mindful of privacy, professionalism, and boundaries led me to reduce how visibly I participate online in personal spaces. Platforms such as Instagram and Facebook remain present, but more cautiously positioned, while tools like Google searching and YouTube function primarily as visitor spaces.
Overall, this activity reinforced that digital engagement is shaped by intention, context, and responsibility. It encouraged meaningful reflection on balance, identity, and the choices we make about our online presence which is something I could see being valuable for my multimedia students as well.
Footnote: ChatGPT was used to refine the language in the final draft. All concepts and ideas are mine.
References:
Cormier, D. (2018, March 31). Digital practices mapping – Intro activity for digital literacies course. Dave’s Educational Blog. https://davecormier.com/edblog/2018/03/31/digital-practices-mapping-intro-activity-for-digital-literacies-course
Hi Jenn,
Our maps are quite similar in that we both show relatively limited engagement in the personal-resident area. While I initially thought this shift wasn’t intentional, further reflection has helped me realize that it was actually a deliberate choice, largely influenced by my need to maintain clear professional boundaries.
As you hint at in your post, I’ve also noticed that continued growth in professional identity often comes with an increasing expectation to develop a stronger online presence. For me, this brings some discomfort, as it doesn’t always feel natural or fully authentic. This is something I’m hoping to better understand and come to terms with throughout our time in the MALAT program.
Thank you for sharing!
Celine
G̱ilakas’la. Your map is a great reminder that deciding where and how we show up online is an active choice we have to make as educators. As a parent navigating a large family of ‘neurospicy’ folks, I look at these spaces through a similar lens of energy management. When your everyday home life requires constant regulation and pivoting, you become very intentional about where you choose to leave a digital trace. I love the idea of passing this mapping exercise on to students. It models that we don’t owe the digital world every piece of ourselves.