Clickolage: Encouraging the Student Bricoleur through Social Media

Abstract

Pearce, Nick (2012) 'Clickolage : encouraging the student bricoleur through social media.', Teaching anthropology., 2 (1). pp. 14-21.Further information on publisher's website:http://www.teachinganthropology.org/index.php?journal=teach a nthpage = issueop = viewpath%5B%5D = 48Publisher's copyright statement:This work is licensed under a Creative Commons Attribution 3.0 License. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis article explores how the concept of bricolage can help us to understand the ways in which students learn by using, adapting and linking social media in new ways. This can involve "unlearning" the more traditional, linear, text-based ways of learning that are still the norm within many anthropology departments. However, using digital resources in this way goes beyond bricolage in that it is an open-ended, ongoing, collaborative process. With this in mind the concept of "clickolage" is introduced to highlight how students can learn from their relationship with multimedia objects, and each other.

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“…By engaging with these media students work together, share, curate and comment on a variety of content. Students can broaden and deepen their understanding of the world around them and develop their anthropological imagination (Pearce 2012).…”

“…Each resource is a link back to the original content, therefore encouraging users to explore the images and videos in their original context. This encourages the non-linear and nebulous collaborative learning which is enabled by social media and is a key feature of clickolage (Pearce 2012).…”

“…To articulate this newly emergent way of interacting with the digital world, the concept of 'clickolage' was developed to capture the essence of bricolage in a social media setting: "clickolage refers to the self-directed creation, curation and linking of multimedia content through social media sites and tools" (Pearce, 2012). Unlike with the lone bricoleur, clickolage emphasises the shared aspect of this co-creation.…”

Pandemic sociomaterial bricolage: how vulnerable communities used social media to tackle the COVID-19 crisis

“…The concept of bricolage was primarily developed by the anthropologist Claude L evi-Strauss, in his book The Savage Mind (1967), when referring to the process of "making do" by using resources at hand (Sunley and Pinch, 2012). When discussing L evi-Strauss's definition of bricolage as the science of the concrete, Pearce (2012) emphasizes interactions between the physical world and ideas. These imbrications happen when one combines resourcefulness and adaptability within an existing context, through an assemblage of ongoing transformations and reconfigurations (Deuze, 2006).…”

“…Hence, Ciborra (2002) diagnosed the limited success of traditional IS methodologies as due to a weak and inflexible corporate strategy. Pearce (2012) suggests the term clickolage, which refers to the "self-directed creation, curation and linking of multimedia content through SM sites and tools" (p. 17). Pearce (2012) explains that, for example, "when a YouTube video is shared on a Facebook wall, or when somebody pulls together links and content into a blog post, that is clickolage" (p. 19).…”