A Case of Pinterest

I found an article (cited below) that ties directly with my recent participation in a class assignment.  I was tasked with using a digital platform to curate a small collection with a learning intent.  I chose Pinterest as my platform.  Pinterest can be useful because it gives curators quick access to ideas, visuals, activities, and materials from others.  For someone like me, new to the concept and the platform, that kind of access can feel like a lifesaver.

The lesson my instructor was teaching, and the article reinforced, is that just because a resource is attractive, popular, or easy to use does not mean it creates strong learning.  In other words, finding resources is not the same thing as finding good resources.  Curation for teaching is intentional.

Don’t get me wrong.  I’m not saying there is anything wrong with collections, interest boards, vision boards, or the like.  I found some great inspiration while perusing the platform.  I’m talking specifically about when the aim of the collection is to teach, not just display or inform.

What stood out to me from the article was the concern that many curated resources may keep learners busy without pushing them into deeper thinking.  That distinction matters. My biggest takeaway from the assignment is that the challenge is not just collecting resources.  The real skill is learning how to judge whether my collection is designed to actually push my audience to think.


Reference:

Hu, S., Torphy, K. T., Opperman, A., Jansen, K., & Yun-Jia, L. (2018). What do teachers share within socialized knowledge communities: A case of pinterest. Journal of Professional Capital and Community, 3(2), 97-122. doi:https://doi.org/10.1108/JPCC-11-2017-0025




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