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Pinterest Logistics

posted: 10.7.14 by Traci Gardner


My last post included Ten Pinterest Assignments. This week, I’m sharing some details on the logistics of the activity and to respond to some questions in the comments from last week.

[Image Source: StartBloggingOnline.com]

What’s Required for the Assignment?

For this activity, students need to collect the images for their boards as well as add related descriptions for the images. The descriptions are just as important as the images in this project, so they need to match and connect properly to the original story. I will expect well-developed descriptions that make it clear how the image relates to overarching purpose of the board that they are pinned to. In most cases, they will write from the character’s perspective or from the author’s perspective.

What about Documentation?

Pinterest images link back to the original source, so as long as students pin their images properly, there will be built-in documentation of the source.

I would encourage some specific indication of the source as part of the description. Writer/Designer, the textbook we are using, talks about evolving documentation systems that work for the project you are doing; so those citations may not be official MLA citations, but they will need to include some kind of reference to where their sources come from.

If the source information would distract from the perspective of the description, students can skip down a line or two and add details on the source in square brackets, like the image source information at the bottom of this post. If the source can be incorporated into the description, that would work too.

What about Privacy?

In the comments on the previous post, Jill asked about privacy issues. She said:

[D]o you encounter students who do not wish to share their pinboards publicly? I did a Pinterest-based project last year . . . but a common issue was having to go through the process of being able to view some students’ private boards instead of just clicking on a link and going directly to a publicly-accessible pinboard.

In the course I am teaching, all student work is published online and shared with everyone in the classroom during peer feedback. Students are also required to present their work, so their work is never going to be 100% private.

I recognize, however, that there are reasons that a student wants to protect her privacy, ranging from nosy family members to psycho stalkers. Beginning on the first day of class, I stress that work will be posted on public sites, but that they have a right to privacy. I encourage students who are worried about privacy to set up a pseudonym and to post under that name. I use this policy in all my classes, and it has worked for the two or three students who did not want to post under their own names or who wanted to separate course work from their personal online profiles.

What about How-To Resources?

Pinterest is fairly straightforward, so I don’t spend a lot of time explaining how it works. The online help for Pinterest is usually sufficient. For in-depth explanations and demos, I can have students use the course Up and Running with Pinterest with Justin Seeley (login required) via our university access to Lynda.com videos.

What Else Do You Want to Know?

Please let me know what other questions about have about using Pinterest in the classroom (or about other tools you’d like me to talk about. Either leave me a comment below—just as Jill did on my last post, or drop by my page on Facebook or Google+.

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