The use of ICT and social media in career guidance
Jaana Kettunen,
Finnish Institute for Educational Research,
University of Jyväskylä, Finland
Karriereveilednings-konferansen
28 January, 2020 - Oslo, Norway
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Introduction
◼ The increasing use of information and communication technologies (ICT) in guidance-related activities is placing new demands on guidance practitioners and on the organizations (Bimrose & Barnes, 2010; Sampson, Osborn, Dikel, & Sampson, 2011)
◼ Access to services, including e-services, is changing and requires that both users, providers and public administrations have sufficient digital skills.
◼ Social media is fast becoming as much a necessity as an opportunity and competency to work in this new mode is an area of increasing importance.
Evolving role of guidance professionals
expert in
managing the
social space
networking
expert in
process
career
development
expert in
content
choice of
occupation
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“Career services have
expanded from the private to
the public sphere and from
individual sessions to more
collective engagement.”(e.g. Plant, 2008, Thomsen, 2012, Kettunen, 2017)
The role of information and
communication technology
in career services can be seen
in three ways; as a tool, as an
alternative, or as an agent of
change.
Guidance practitioners have
generally used technology in
one of the three ways: to
deliver information, to
provide automated
interaction and to provide
channel for communication.
Evolving role of ICT
suggested that ICT be used
for the following four
functions : informing,
experiencing, constructing
and communicating.
proposed a similar model
of three functions:
understanding, acting and
coping.
Evolving role of ICT contribution to the guidance process
The ICT can serve as a
mechanism for the
development of more
integrated and user-centered
lifelong guidance system.
Evolving role of ICT
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The rise of Social media
Defining social media
“Social media is a process, where individuals and groups build up a common understanding and meanings with contents, communities and technology.”
Sources: Ahlqvist et al., (2010) andKolbwich & Maurer (2006)
◼ “form of communication which makes use of information
networks and information technology and deals with
content created by users in an interactive way and in which
interpersonal relationships are created and maintained
Source: Finnish Terminology Center (2010)
Defining social media
Ex
pan
din
g a
war
enes
s
Information approach
Communication approach
Collaborative career exploration approach
Co-careering approach
Passiveapproach
ICT & Social media in guidance
Kettunen, J. (2017). Career Practitioners Conceptions of Social Media and Competency for Social Media in Career Services
Information approach
◼ The most typical—and most limited—purpose of use ICT & social media is to deliver information
◼ Proficiency to seek, choose and evaluate various types of online content and services in a critical and active manner
◼ media literacy skills
◼ operational understanding of ICT and ways of using varying online technology/tools as means for delivering information
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Visual social media (VSM)
”Social media platforms that share visual
messages rather than traditional text
alone.”
Source: Delello & McWhorter, 2013
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Visual social media
• Reporting on data with
graphs, charts, etc.
• Creating visually interesting
content for center/office
websites, outreach material
• Increasing visibility/branding
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Visual social media -
InfographicsThree days after learning new information, we are likely to remember up to 6.5 times morethrough learning from an infographic than by reading text alone.(Krum, 2013).
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Visual social media
Infographics = information in graphic
Infographics
• Information is presented in a logical manner, similar tostorytelling, using data visualisations, text and pictures
• Statistically, the most successful infographics, in terms of number of 'shares' on social media, contain an average of 396 words and a combination of data visualisations (bar graphs, line graphs and pie charts) and illustrations.
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• It’s a fact: our workforce is aging. By 2024, nearly 1 in 4
people in the labor force are projected to be age 55 or
over. This is a big change from 1994, when people ages
55 and older represented only 11.9 percent of the labor
force – a share smaller than those held by other age
groups: 16-24, 25-34, 35-44 and 45-54. But by 2024,
their projected share will be the largest among these age
groups.
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Source: U.S. Department of Labor Blog
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Communication approach
◼ medium for one-to-one communication
◼ seen as a functional and readily
available alternative to face-to-face
career services, allowing individuals
also anonymously share their thoughts
and questions
◼ communicating with different
individuals requires versatile and
varied writing skills and a readiness to
operate in new ways.
Communication approach
◼ proficiency in using various types of
online content and services in specific
context and work settings
◼ motivate and assist individuals in
processing information/data
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Synchronous – Asynchronous
communication
4C Model• Danish Ministeriet for Børn, Undervisning og Ligestilling.
• Contact
• Contract
• Communikation
• Conclusion
Source: https://www.ug.dk/evejledning/vejledning-i-evejledning
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Collaborative career exploration
◼ Interactive workspace
◼ pedagogically focused
◼ emphasis on methods, techniques and
activities that foster collaborative process in
career learning and acquisition of career
management skills
◼ opportunities for novel practices that support
increased user engagement with both career
professionals and career information (e.g.
increased use of interactive content)
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Collaborative career exploration
◼ Appropriate structuring and active facilitation in
terms of guiding and shaping the discourse
with individuals and groups
◼ The significance of creating confidential
relationships and trust in group interactions
and activities is emphasised.
– It is good to agree and to go through what kind of
collaborative interaction the group is building, how
others are treated with support and respect.
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Collaborative career exploration
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Access and motivation
Online socialisation
Information exchange
Knowledge construction
Development
Gilly Salmons model 2002
Collaborative career exploration
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= refers to the shared
expertise and meaningful
co-construction of
guidance questions/
career issues among
community members
Co-careering
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Co-careering approach
◼ practitioner being a participant in a
process
◼ multi-synchronous ways of
communication where direct
communication and asynchronous
means are combined to satisfy the
varying needs of individuals
◼ well-structured and
well-thought-through professional goals
and strategies that fit those goals
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The ability to create a reliable and genuine image of oneself within the communities in which questions are discussed communally requires a mindful, properly managed and monitored online presence.
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Operationalizing an
Online Presence• First, practitioners establish
foundations skills for successful social media participation
Contributing to the design and implementation of the social media strategy for their organization is an important first step
• Second, practitioners establish their own/organisations social media presence utilizing current social media
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Operationalizing an
Online Presence• Third, monitor social media
posts within organisation
Respond to requests for information or service
Recommend resources and services
Take advantages of opportunities for co-careering among the community members that their organization serves
Participate in external social media sites where appropriate
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Online presence
• Profile picture
• Profile page
• Short introduction
• Pictures, messages, status updates
• Connections, networks
= creates an image of you
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Establishing a visible, approachable,
and trusted social media presence• People will find it hard to relate to your
business or brand if it doesn’t have a human face.
To convey this personal element in your visual social posts, add e.g. snaps of you/your staff
• Behind-the-scenes shots of your workplace
Sneak peeks foster a personal connection, can make you/your service approachable
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Establishing a visible, approachable,
and trusted social media presence
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Establishing a visible, approachable,
and trusted social media presence
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Information delivery operational understanding of ICT & social
media, proficiency to locate, evaluate, and use online content
Career service delivery (one-to-one), practical ICT & social media skills, being a
versatile and thoughtful writer
Collaborative career learning, pedagogical affordance of ICT & social media,
capacity to generate and maintain engaging and constructive online discussions
Co-construction on career issues,presence and participation in social media,
creating a visible and trusted online presence
Ex
pan
din
g a
war
enes
s
Information approach
Communication approach
Collaborative career exploration approach
Co-careering approach
Passiveapproach
From delivering information to co-careering
Kettunen, J. (2017). Career Practitioners Conceptions of Social Media and Competency for Social Media in Career Services
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Video: https://tinyurl.com/toco-careering
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• Social media challenge traditional interactions and relationships between career practitioners and individuals.
• Control is shifting from 'expert' guidance to a blend of expert- and socially-constructed knowledge.
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• We have the opportunity to create new practices
and paradigms to better reach individuals who need
assistance with career exploration and decisions making
• The challenge for the profession now is to decide how
best to use these technologies.
• Competency to work in this new mode is an area of
increasing importance.
• What: Intensive course
• When: August 10th – 14th, 2020
• Host: University of Jyväskylä, Finland
• Level: Bachelor/Master
• Credit points: 5 ECTS
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5th International summer school on ICT in Guidance and Counselling
More information:https://tinyurl.com/ictinguidance2020
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In what different ways your clients can
access career services?
Reference
• Kettunen, (2017). Career
practitioners conceptions of social
media and competency for social
media in career services.
http://urn.fi/URN:ISBN:978-951-39-
7160-1
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For further information, please contact:
Dr. Jaana KettunenFinnish Institute for Educational Research University of JyväskyläTel. + 358 40 805 4255E-mail: [email protected]
https://ktl.jyu.fi/en/staff/kettunen-jaana
Thank you
