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Elizabeth explains Wikipedia’s “Women in Red” edit-a-thons, where editors work to turn red links (missing pages) into blue links, focusing on gaps in women’s, especially Black women’s, representation and the notability bias that can lead to women’s pages being challenged or rejected. She highlights the effort required to build articles and contrasts Wikipedia’s open, long-form editing and evolving norms with faster crowdsourced fact-checking, where groups average quick judgments. The episode reviews arguments for Wikipedia’s growing credibility through conflict, editor attrition, and institutional change, and discusses why academics still undervalue Wikipedia due to vandalism concerns and student plagiarism. She then covers a study suggesting crowds can rate flagged news as effectively as professional fact-checkers, while noting risks like bias and manipulation, and connects crowdsourcing to citizen science examples such as monarch butterfly tracking and iNaturalist urban biodiversity logging. References Monarch Watch. (2026). Monarch Watch tagging program. https://monarchwatch.org/tagging/ NPR. (2026, April 23). In cities, wild things are hiding everywhere if you put on your “nature eyes”. https://www.npr.org/2026/04/23/nx-s1-5787828/in-cities-wild-things-are-hiding-everywhere-if-you-put-on-your-nature-eyes

Ricardo and Alina introduce their first “Think of a Bobble” podcast episode and discuss how social media shapes K-pop fandom communities and identity across linguistic barriers. They describe how Twitter’s reduced language barriers enable Korean, American, and other fans to interact, and how intense “stan” culture can become defensive or even dangerous, including doxxing, stalking, and parasocial behavior toward idols. Alina summarizes an article on K-pop stan Twitter as a community of practice where fans interact, learn, share ideas, and form connections. They also review a second article on Twitter as a professional learning community in medical education, using survey findings to illustrate how online communities form around shared purposes and can replace physical learning spaces, especially after COVID. Click here to view the episode transcript. References Malik, Z., & Haidar, S. (2023). Online community development through social interaction: K-pop stan Twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://doi.org/10.1080/10494820.2020.1805773 Zheng, B., & Dallaghan, G. B. (2022). A Twitter-facilitated professional learning community: Online participation, connectedness, and satisfaction. BMC Medical Education, 22, Article 577. https://doi.org/10.1186/s12909-022-03639-6

In this episode, we talk about how social media impacts learning, and whether it is helping or hurting us. We expand and connect ideas from our readings, video, and real life experiences, such as learning from TikTok or YouTube. We also dive into how fast information spreads online, and how hard it can be to tell what is true. It is a mix of class concepts, informational prompts, and an interesting take on our own perspectives on learning in a digital world. Click here to view the episode transcript. ReferencesGreenhow, C., Sonnevend, J., & Agur, C. (Eds.). (2016). Education and social media: Toward a digital future. MIT Press. Lorenz, T. (2024, April 12). Is social media destroying kids’ mental health? [Video]. YouTube. Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. Learning, Media and Technology, 47(1), 1–14. https://doi.org/10.1177/20427530211032302 Weaver, J. (2020, September 27). What Netflix’s The Social Dilemma gets wrong about Big Tech. CBC News. https://www.cbc.ca/news/entertainment/netflix-social-dilemma-tech-1.5740351

Ayana and Brady discuss disinformation, using the Trump administration’s claims about an Iranian nuclear threat as an example, and distinguish disinformation (deliberate falsehoods meant to confuse or influence) from misinformation (unintentional falsehoods). They debate accountability, noting free speech protections and proposing that government officials and media should face legal consequences for lying to the public, while also acknowledging limited public power and concerns about paid, undisclosed promotion. They also address growing difficulty identifying AI-generated images and videos, and worry that early internet access and school technology make children especially vulnerable. Click here to view the episode transcript. ReferencesBulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.Robertson, L., & Farley, R. (2026, March 3). Assessing Trump’s claims on Iran’s nuclear and missile capabilities. FactCheck.org. https://www.factcheck.org/2026/03/assessing-trumps-claims-on-irans-nuclear-and-missile-capabilities/ Spies, S. (2019, October 22). Defining disinformation. MediaWell. https://mediawell.ssrc.org/research-reviews/defining-disinformation/

In this bonus episode, Crystal teams up with her best friend Michelle to tackle a topic of what social media is really doing to us, and especially to kids. They discuss the alarming amount of time we're glued to our screens, how it's messing with kids' ability to self-regulate and connect face-to-face, and how parents' scrolling habits are part of the problem too.  References Ambrosi, D. (2023, March 6). The battle for your time: Exposing the costs of social media | Dino Ambrosi | TEDxLagunaBlancaSchool [Video]. TEDx Talks. YouTube. https://www.youtube.com/watch?v=4TMPXK9tw5U Atske, S. (2025, October 8). Appendix: Detailed tables. Pew Research Center. https://www.pewresearch.org/internet/2025/10/08/parents-kids-screens-appendix-detailed-tables/

In this week's podcast, Crystal and Rasnia explore the concept of virtual communities, sharing their personal experiences and discussing the profound impact of these communities on mental health, personal growth, and societal changes. They delve into how virtual communities facilitate connections between people with shared interests, offering support and new perspectives. The episode also touches on the influence of virtual communities on real-world practices, particularly in alternative education and parenting. They conclude by appreciating the positive aspects of virtual communities and their role in fostering progress and inspiration. References Malik, Z., & Haidar, S. (2020). Online community development through social interaction — K-Pop stan twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://doi.org/10.1080/10494820.2020.1805773 Lorenz, T. (2024, April 12). Is social media destroying kids mental health? [Video]. YouTube. https://www.youtube.com/watch?v=TS1wax3KjnA

In this week’s podcast, we focused on the impact social media has on upcoming generations and its larger effect on society as a whole. In our discussion, we dive into 3 main topics: different social media platforms, how social media affects mental health, and the different affordances and constraints that come with living in the age of social media. Social Media encompasses a lot of different aspects, both positive and negative, which we are excited to talk about with you today! References Faverio, M. (2025, April 22). Teens, social media and mental health. Pew Research Center. https://www.pewresearch.org/internet/2025/04/22/teens-social-media-and-mental-health/ Lorenz, T. (2024, April 12). Is social media destroying kids’ mental health? // Power User podcast [Video]. YouTube. https://www.youtube.com/watch?v=XXXXXXXXX Orlowski, J. (Director). (2020). The Social Dilemma [Film]. Netflix. https://www.netflix.com/watch/81904443 Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. Learning, Media and Technology, 47(1), 1–14. https://doi.org/10.1177/20427530211032302 Weaver, J. (2020, September 27). What Netflix’s The Social Dilemma gets wrong about Big Tech. CBC News. https://www.cbc.ca/news/entertainment/netflix-social-dilemma-tech-1.5740351

In this episode, hosts Kayla and Kelly dive into the digital mess that is Disinformation. While discussing disinformation, we explore our experiences with disinformation, why it happens, who spreads it, and how we can combat it. We reference Bulger and Davison’s article, “The Promises, Challenges, and Futures of Media Literacy” as well as, Samuel Spies’, "Producers of Disinformation”. Our discussion emphasizes the importance of media literacy and how it can be integrated into core subjects in schools. We address the harmful impacts of spreading disinformation and some advice for students growing up in the digital age. References Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1–21. https://doi.org/10.23860/jmle-2018-10-1-1 Hobbs, R., Moen, M., Tang, R., & Steager, P. (2022). Measuring the implementation of media literacy statewide: A validation study. Educational Media International, 59(3), 189–208. https://doi.org/10.1080/09523987.2022.2136083 Spies, S. (2020, October 27). Defining “disinformation.” Social Science Research Council, MediaWell. https://mediawell.ssrc.org/literature-reviews/defining-disinformation

The Misinformation podcast, hosted by Aleah and Dana, explores how misinformation has become more present in our everyday lives than ever before. We've included soundbites and other references to enrich the discussion. Our conversation begins with a reflection on how people communicated before the internet. We then introduce several theories, touching on concepts like echo chambers, filter bubbles, selective perspective, and the liar’s dividend. Finally, we offer suggestions for educators, including games and activities that can help students build awareness around these issues. References Australian Broadcasting Corporation. (n.d.). Spotting misinformation + disinformation – ABC Education. https://games.abc.net.au/education/interactive-lessons/misinformation-disinformation/ Brashier, N. M., & Schacter, D. L. (2020). Aging in an era of fake news. Current Directions in Psychological Science, 29(3), 316–323. https://doi.org/10.1177/0963721420915872 Gusmanson. (n.d.). Bad News – Play the fake news game! [Browser game]. https://www.getbadnews.com/en PBS NewsHour. (2025, June 18). How misinformation spread after Minnesota lawmaker’s murder [Video]. YouTube. https://youtu.be/r5a6zUms3dU?si=mwAtfCgTB4gcvp7u

In this episode, we will discuss Teaching with AI by José Antonio Bowen and C. Edward Watson (2024), focusing on Chapter 3, “AI Literacy,” and Chapter 4, “Reimagining Creativity.” The conversation explores how artificial intelligence is reshaping both the way we think and the way we create. Through a reflective dialogue, the hosts unpack what it means to be truly AI literate, not just technically skilled, but critically thoughtful, curious, and reflective. They consider how AI can serve as both a collaborator and a challenge to human creativity, echoing Bowen and Watson’s idea that literacy and creativity are interconnected. The discussion also weaves in insights from Kevin Roose’s New York Times article, “Everyone Is Using A.I. for Everything. Is That Bad?” (2024), which raises important questions about overreliance on AI and the need to preserve the human element in art, learning, and innovation. Ultimately, this episode invites listeners to reflect on their own relationship with technology and asks: How can we stay human in an increasingly artificial world? References Bowen, J. A., & Watson, C. E. (2024). Teaching with AI: A practical guide to a new era of human learning. Johns Hopkins University Press. Roose, K. (2024, April 8). Everyone is using A.I. for everything. Is that bad? The New York Times. https://www.nytimes.com/2024/04/08/technology/artificial-intelligence-everywhere.html

Eliana and Jess, explore remix culture beyond music, spanning literature, games, social media, and even food. From Shakespeare’s adaptations to TikTok trends and Cronuts, remixing is everywhere. Tune in to learn how remixing sparks creativity, builds 21st-century skills, and lets anyone put their own spin on the world. ReferencesAbdul, P. (1989). Cold hearted [Song]. On Forever your girl [Album]. Virgin Records. Bobbybass. (2023). Hoist the colors [Video]. TikTok. https://www.tiktok.com/@the.bobbybass/video/7456889954203979054 Bowers, K. (2024, June 13). Bridgerton main title (Soundtrack from the Netflix series) [Video]. YouTube. https://www.youtube.com/watch?v=SVzfMk2NkG8 Columbia Pictures. (2016, February). Pride and prejudice and zombies: Official trailer #1 [Video]. YouTube. https://www.youtube.com/watch?v=syjfmdvLu9c Eilish, B. (2019). Bad guy [Song]. On When we all fall asleep, where do we go? [Album]. Darkroom/Interscope Records. Hair of the Dog. (2001). American pie [Song]. On At the parting glass [Album]. October Eve Records. Hannah, H. [@hannnahhv]. (2025, September 22). My autumn Spotify playlist rotation [Video]. TikTok. https://www.tiktok.com/@hannnahhv/photo/7545306508637130039 James, K. (2020). Remixing worlds: Player creativity and hybrid culture in EVE Online. In Digital play and culture (pp. 45–68). Routledge. Jay-Z. (1998). Hard knock life (ghetto anthem) [Song]. On Vol. 2... Hard knock life [Album]. Roc-A-Fella Records. Knobel, M., & Lankshear, C. (2008). Digital remix: The interplay of old and new literacies. Media International Australia, 129(1), 61–72. https://one2oneheights.pbworks.com/f/KnobelLankshear2008RemixEndless+HybridizationAdolescentAdult+Literacy.pdf Meat Loaf. (1993). I’d do anything for love (but I won’t do that) [Song]. On Bat out of hell II: Back into hell [Album]. MCA Records. Murphy, W., & The Big Apple Band. (1976). A fifth of Beethoven [Song]. On A fifth of Beethoven [Album]. Private Stock Records. Seal. (1994). Kiss from a rose [Song]. On Seal II [Album]. Sire Records. Shakespeare, W. (n.d.). Romeo and Juliet (Act 2, Scene 2) [LibriVox audio recording]. In Favourite scenes from Shakespeare. LibriVox. https://ia801301.us.archive.org/1/items/favouritescenesshakespeare_1603_librivox/favouritescenes_18_shakespeare_64kb.mp3 Tanz, J. (2020, May 7). Memers are taking over TikTok. The New York Times. https://www.nytimes.com/2020/05/07/style/memers-are-taking-over-tiktok.html The Notorious B.I.G., Puff Daddy, & Mase. (1997). Mo money mo problems [Song]. On Life after death [Album]. Bad Boy Records; Arista Records.

In this episode, hosts Taye and Margaret delve into the realm of multimedia learning. They discuss the daily interaction with digital content, from blog posts to Zoom meetings, and emphasize the practical application of multimedia principles. The conversation highlights the cognitive load theory and personalization principle, referencing Richard Myers' 1997 research. The hosts discuss the evolution of digital content, the growing importance of visuals in education, and the shift away from traditional text-based media. They also touch on the implications of visual stimuli in learning, accessibility, and the persistence of foundational multimedia principles in modern teaching. References missing

In this premiere episode of The Class Act Podcast, hosts Mike Lombardo and Aaron Hung dive into multimodal literacy and what it means for today’s classrooms.  They explore multimodality in education, drawing on ideas from Kress, Gardner, and include an in depth discussion on visual literacy and digital media. The discussion highlights how images, video, sound, and design have become central to communication and learning, challenging schools to expand their traditional definition of literacy. Through examples like Instagram and web design, this episode discusses how and why teachers should help students engage with visuals, and explores methods for teaching multimodality. ReferencesAssociation of College & Research Libraries. (2011). Visual literacy competency standards for higher education. American Library Association. https://www.ala.org/acrl/standards/visualliteracy Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. Basic Books. Kress, G. (2003). Literacy in the new media age. Routledge. Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge. Lemke, J. L. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 87–113). Routledge. Leaver, T., Highfield, T., & Abidin, C. (2020). Instagram: Visual social media cultures. Polity Press. Murphy, C., Dudley, E., & Pachy, N. (Hosts). (2023, March 15). Multimodal literacy (No. 12) [Audio podcast episode]. In C. Jones (Producer), Talking ELT. Oxford University Press. https://www.youtube.com/watch?v=9fvnbR6lqKc

In this episode, Alyssa, Kahmari, and Giovanna explore the intricacies of virtual communities on TikTok. They discuss various scholarly articles and personal insights into how virtual communities function as communities of practice, the impact of algorithms, and the role of influencers. Key points include the positives and negatives of TikTok's algorithm, the spread of misinformation, and the sense of community built around shared interests and influencers. They conclude that TikTok, despite its challenges, remains a significant platform for community building and learning. Click here to view the episode transcript. References Ito, M., Martin, C., Salen Tekinbaş, K., Odgers, C., Soep, E., Reich, J., Livingstone, S., & Ito, M. (2020). Connected learning: How the academic and social lives of teens intersect. The MIT Press. Malik, Z., & Haidar, S. (2023). Online community development through social interaction—K-pop Stan Twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1805773 Patel, N. (Host). (2023, October 24). Harvard professor Lawrence Lessig on why AI and social media are causing a free speech crisis for the internet [Audio podcast episode]. In Decoder. The Verge. https://www.theverge.com/23929233/lawrence-lessig-free-speech-first-amendment-ai-content-moderation-decoder-interview

Social media is a huge part of our everyday lives. From creating connections, building up careers, and just pure entertainment. However, as social media has its pros there are also its cons which go much deeper than its typical technological capabilities. Isabella, Kayla, and Mohammad go in depth on the major effects social media has on one’s mental health ranging from children, teens and adults. Click here to view the episode transcript. References Eyal, N. (2019). Indistractable: How to control your attention and choose your life. BenBella Books. Lorenz, T. (Host). (n.d.). Is social media destroying kids’ mental health? [Audio podcast episode]. In Taylor Lorenz Podcast. Orlowski, J. (Director). (2020). The social dilemma [Film]. Netflix. Parrish, S. (Host). (n.d.). Nir Eyal: Mastering your attention in a world of distraction [Audio podcast episode]. In The Knowledge Project Podcast. Farnam Street. Pew Research Center. (2024, December 12). Teens, social media and technology: 2024. https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and-technology-2024/ World Health Organization. (2022). Mental health of adolescents. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health