And the Lucky Information Community Is....
The information community that I have chosen to study is the homeschooling community. These folks constitute a loose group of families who, for various reasons, have chosen to educate their children at home. Instead of sending their children to public, private or boarding school, instead of hiring tutors, homeschooling parents personally teach their children at home. Home education is legal in all fifty states and becomes more widespread every year. Home educators use a lot of information and they fit Fisher and Durrance’s five characteristics of an information community.
The home educating community exploits the information-sharing nature of technology by using various forms of communication. A variety of organizations have built websites that cater to homeschoolers and deal with things such as state and local support groups, legal advice, curricula, and education methods. For example, the Home School Legal Defense Association has a website that links to legal information by state, tips for getting started, news, speakers, and local support groups for homeschooling families.
Homeschoolers in my area have a Facebook group where they can share ideas and plan get-togethers. Homeschool groups have email lists so that they can send out newsletters and updates to their member families.
Homeschoolers also use their public library catalog (usually online now). Parents may use the catalog to locate material on education methods, crafts, or activities to do with children. Home educators also use the catalog to find literature and books on various topics that their students want to study.
Homeschoolers also get information from curriculum companies and their websites. Curriculum companies may offer support for how to use their material and offer ideas and suggestions on home education in general. There are also blogs where home educators share their experiences. At one time home educators communicated via printed newsletters and word of mouth. Now most information sharing seems to happen online.
Homeschoolers collaborate among diverse groups by gleaning resources from a wide array of community groups. Local libraries provide homeschoolers with material, research engines, and hands-on programs. Churches can provide moral support, a sense of community, materials, and a physical place to meet. In some cases, the local school system may provide home educators with information, the opportunity to participate in extracurricular activities, and the use of facilities. Town parks and recreation departments offer classes, activities, sports, and indoor and outdoor facilities. Science and nature museums run programs just for homeschoolers. Local music and theatre organizations provide lessons and opportunities for homeschoolers to perform. Civic groups like scouts help homeschoolers pursue their education in practical ways.
The home educating community forms around users’ needs because it evolves based on what homeschoolers want and need. Home educators in one geographic area may organize a co-op, classes or activities based on their students’ interests and what they need to learn. (For example, a science fair.)
The forms of communication within the community have changed. When homeschooling--and the internet--were less widespread, users depended on newsletters sent by postal mail and regular meetings for information. The community has dropped a lot of paper and in-person communication in favor of the cost-savings, speed and preference associated with the internet.
The homeschool community responds to its members’ needs by sending out information on relevant topics. For example, if there is relevant legislation pending, homeschoolers will inform each other. Then families can contact their local legislators to express their opinions.
Some homeschoolers may want to get together in person so that the children can interact. The local homeschool community can plan a meeting or play date in response to that need. Also, sub-groups form in response to various homeschool persuasions: Unschooling, classical, special needs.
Home educators remove barriers to information by freely sharing with each other. They share information about state homeschool laws and rights, including what forms to fill out. Information is available in whatever format is most accessible for any given family: in-person, over the phone, online. Typically there is no or minimal charge for access to homeschool information (apart from purchasing curriculum). The homeschooling community puts the parents directly in touch with their children’s education, instead of going through teachers and administrators.
Because of what they have found out through their information community, home educators foster social connections with the larger community. They meet non-homeschoolers and bolster the arts when they perform in community theatre or concerts. When homeschool students participate in scouts, they do service projects that benefit the town and they become part of the larger international scout movement. When homeschoolers do local volunteer work, they become linked with social services in their geographic area. Homeschoolers may work at jobs or internships, which means they are part of the economy of the larger community. With their interest in state homeschool law, the homeschooling community may become involved in politics and elections, brining about civic involvement.
Reference:
Fisher, K., & Durrance, J. (2003). Information communities. In K. Christensen, & D. Levinson (Eds.), Encyclopedia of community: From the village to the virtual world. (pp. 658-661). Thousand Oaks, CA: SAGE Publications. Retrieved from http://dx.doi.org.libaccess.sjlibrary.org/10.4135/9781412952583.n248
The home educating community exploits the information-sharing nature of technology by using various forms of communication. A variety of organizations have built websites that cater to homeschoolers and deal with things such as state and local support groups, legal advice, curricula, and education methods. For example, the Home School Legal Defense Association has a website that links to legal information by state, tips for getting started, news, speakers, and local support groups for homeschooling families.
Homeschoolers in my area have a Facebook group where they can share ideas and plan get-togethers. Homeschool groups have email lists so that they can send out newsletters and updates to their member families.
Homeschoolers also use their public library catalog (usually online now). Parents may use the catalog to locate material on education methods, crafts, or activities to do with children. Home educators also use the catalog to find literature and books on various topics that their students want to study.
Homeschoolers also get information from curriculum companies and their websites. Curriculum companies may offer support for how to use their material and offer ideas and suggestions on home education in general. There are also blogs where home educators share their experiences. At one time home educators communicated via printed newsletters and word of mouth. Now most information sharing seems to happen online.
Homeschoolers collaborate among diverse groups by gleaning resources from a wide array of community groups. Local libraries provide homeschoolers with material, research engines, and hands-on programs. Churches can provide moral support, a sense of community, materials, and a physical place to meet. In some cases, the local school system may provide home educators with information, the opportunity to participate in extracurricular activities, and the use of facilities. Town parks and recreation departments offer classes, activities, sports, and indoor and outdoor facilities. Science and nature museums run programs just for homeschoolers. Local music and theatre organizations provide lessons and opportunities for homeschoolers to perform. Civic groups like scouts help homeschoolers pursue their education in practical ways.
The home educating community forms around users’ needs because it evolves based on what homeschoolers want and need. Home educators in one geographic area may organize a co-op, classes or activities based on their students’ interests and what they need to learn. (For example, a science fair.)
The forms of communication within the community have changed. When homeschooling--and the internet--were less widespread, users depended on newsletters sent by postal mail and regular meetings for information. The community has dropped a lot of paper and in-person communication in favor of the cost-savings, speed and preference associated with the internet.
The homeschool community responds to its members’ needs by sending out information on relevant topics. For example, if there is relevant legislation pending, homeschoolers will inform each other. Then families can contact their local legislators to express their opinions.
Some homeschoolers may want to get together in person so that the children can interact. The local homeschool community can plan a meeting or play date in response to that need. Also, sub-groups form in response to various homeschool persuasions: Unschooling, classical, special needs.
Home educators remove barriers to information by freely sharing with each other. They share information about state homeschool laws and rights, including what forms to fill out. Information is available in whatever format is most accessible for any given family: in-person, over the phone, online. Typically there is no or minimal charge for access to homeschool information (apart from purchasing curriculum). The homeschooling community puts the parents directly in touch with their children’s education, instead of going through teachers and administrators.
Because of what they have found out through their information community, home educators foster social connections with the larger community. They meet non-homeschoolers and bolster the arts when they perform in community theatre or concerts. When homeschool students participate in scouts, they do service projects that benefit the town and they become part of the larger international scout movement. When homeschoolers do local volunteer work, they become linked with social services in their geographic area. Homeschoolers may work at jobs or internships, which means they are part of the economy of the larger community. With their interest in state homeschool law, the homeschooling community may become involved in politics and elections, brining about civic involvement.
Reference:
Fisher, K., & Durrance, J. (2003). Information communities. In K. Christensen, & D. Levinson (Eds.), Encyclopedia of community: From the village to the virtual world. (pp. 658-661). Thousand Oaks, CA: SAGE Publications. Retrieved from http://dx.doi.org.libaccess.sjlibrary.org/10.4135/9781412952583.n248
Comments