2 Chat archives too good to miss

(Warning: strong language, adult concepts)

I post these images (I apologise for the memory size – they are chat screen archives) to demonstrate the amazing qualities of chatrooms where our students may go (even if they have to lie about their ages).  I have not put links to the archive as it is reported to be 4chan.org :  a marvellous,  fascinating, and sometimes useful place;  4chan,  bikers’ pubs,  hookworms and rottweilers are marvellous, fascinating, and sometimes useful – but should be handled with caution.

The first is humanity in action: a noob (see urban dictionary) follows instructions precisely – and provides an abject object lesson in the need to doublecheck.   Some of the participants suspect that he is playing a mind-game, but we do not know.  Immortal.

The second is chatroom as an art-form: events which take place in separate threads only make sense in the omniscient view.  Someone had multiple threads open, and chose to capture the work.

Humanity is marvellous, fascinating, and sometimes useful …

Item 1

said to have come from 4chan.org

Why to check with experts outside the chatroom.

Item 2

imagine what the individual threads saw.  Said to be from 4chan.org.



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3 Responses to “2 Chat archives too good to miss”

  1. Mark Pegrum Says:

    Yes, the warning is certainly necessary – but there’s no doubt, as you say, that these chatroom logs provide some intriguing insights into human behaviour. In particular, it’s well worth remembering that the more tech-savvy of our students may well have encountered such chatrooms before they come into our classrooms. How do you think a teacher who finds him/herself teaching such students should handle the situation? Is there any way to draw on their knowledge and skills in an appropriate manner? Is some kind of lesson in digital safety in order – or might they have things to teach us about digital safety?

    • erasmid Says:

      I am interested in the distinction you make “Is some kind of lesson in digital safety in order – or might they have things to teach us about digital safety?” Isn’t that a false dichotomy?

      The more tech-savvy, even if they have not been on the sites, may well have heard (and seen screenshots) of things which are really worth discussing. Me, I’d at the least drop references to such things in the course of web-work, and be open to students reminiscences. (Given that they are not supposed to be on some sites, the “A friend saw” is likely to be common and I’d not challenge it.)

      I am not sure how a teacher in general should handle the high-end user in class. If I had some extreme users in my class, I would like to offer them planned lesson time, explicitly stating that learning about safe online choices is important. In essence, I would plan for a session in which students’ expertise is the main resource, and they can demonstrate their ability to communicate their understandings (literacy/oral communication). Mature students could be involved in planning and choosing resources for the lesson, and in thinking about how classmates’ learning could be assessed.

      Part of this is based on my awareness that in a standard primary class the high-tech players are often considered “odd” at best. Putting institutional value on their expertise, and on the warnings they can give, may risk making make them greater targets, but I think that the value to the class of warnings from agemates, added to the value to the student of formal recognition of expertise, would be worth the risk (and added work) if they chose to accept the offer of lesson time.

      • Mark Pegrum Says:

        The reason for my question about digital safety is that there’s a growing – and generally reasonable – assumption that teachers are responsible for educating students about matters of digital safety. However, recent research suggests that some young net users may in fact be more aware of certain kinds of safety issues that the adults who are worrying about them … So it’s a question of whether, perhaps, the learning might happen in both directions.

        I really like your suggestion of placing institutional value on the technological expertise possessed by some students – and then drawing on that expertise in a structured way.

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