What!s so Pinteresting? - A Virtual Ethnography on Pinterest
Why Pinterest? Pinterest is an emerging social media site which allow users to collect and share visual bookmarks based on personal interests and hobbies. Modeled after the idea of a tactile pin board, users (pinners) post images (pins) which often link to an external site or resource. Pinners can organize their pins to boards which are categorized according to either prescribed or user-created themes such as fashion, recipes, home decor, Geek, and humour. Like Twitter and Facebook, pinners can follow each other based on similar interests and communicate with others through re-pins, likes or commenting on pins. In their own words, the goal of the site is to connect everyone in the world through the #things! they nd interesting. We think that a favorite book, toy, or recipe can reveal a common link between two people. (about.pinterest.com). Pinterest has acquired over 70 million users (Smith, 2014) since it!s inception in March 2010 making it the fastest growing social network (Gilbert et al). As the community grew, Pinterest developers noticed the inux of pedagogical resources that were being pinned by it!s users. This resulted in them creating dedicated Pinterest Education and Pinterest for Teachers places within the site. As a pinner myself, Pinterest is the rst place I go when planning a new unit for my middle-school students. I chose Pinterest for this virtual ethnographic study because I see it!s innate affordances for teacher professional development and collaboration. The Study I conducted this study as an active participant observer (Gay, Mills & Airasian, 2009) for 30-minute periods over 5 days between March 8 - 12, 2014. Throughout these 5 days, I maintained the status quo of what I would typically pin and my number of followers and followees while I explored the following questions during my observations: 1) What are the major demographics of Pinterest? (Gender, teachers and grade taught) 2) What are the implicit rules of behaviour or cultural norms within the Pinterest community? 3) How do pinners communicate in this highly visual medium? Observations and Key Findings Of my current 122 followers, only 12 pinners are male. This coincides similarly with data which reports that 83% of Pinterest!s global users are women (Wikipedia, 2014). 48 of these 122 followers are Kindergarten to Grade 9 teachers and use Pinterest for both personal and pedagogical purposes. Services Canada reports that 87.3% of all Kindergarten and Elementary teachers in Canada are women (2013). Through observing the proles of pinners who have pinned on both my personal feed and on the Pinterest Education site, I have noticed that Pinterest!s demographic concurs with this data. In my observations, pinners seem to follow Pinterest Etiquette quite closely. On their site, Pinterest asks users to follow 5 simple rules while using their site: Be respectful, Be yourself, Give credit, Stay alert, and Let us know (about.pinterest.com/ basics). This is apparent in the positive and amicable tone of the site as well as in the public appropriateness of the content being pinned. Hall and Zarro (2012) dene sites like Pinterest as social curation sites which see users combine social media features, such as sharing, liking, commenting and following, with collecting capabilities like creation and curation. (p. 2) As social curators, pinners use these features as they seek to contribute to their community and seek social validation from their followers. During my ve 30-minute observation periods on the Pinterest Education site, approximately 30-50 news pins or repins we shared each time. These pins covered a wide range of topics such as worksheet templates, arts and crafts projects, educational technologies, and classroom organization. They also represented content in various languages (English, French, Spanish, and German). By pinning a resource, the pinner communicates to their community that not only is this resource applicable to themselves, but that it might be useful to others. Followers often repin a pin that they have found interesting, validating the previous pinners choice in content to share and demonstrating that is it also useful to them. The repin is the most common action of pinners. This shows that reposting content from others --here, repinning-- is a rst class activity[...] (Gilbert et al., 2013) The next most common action is a like. By clicking a heart-shaped button, a pinner is, again, validating the content shared, but by not repinning it, communicates that the content is not pertinent to their likes, needs or subjects of their existing boards. Commenting on pins is the least popular action on Pinterest. In the rare occasion that pinners to comment, it is to share a personal anecdote based on the content of the pin, but rarely to engage in a dialogue. Despite having a platform designed for comments of up to 500 characters, pinners opt to communicate through other actions. Conclusions Through my series of observations, it can be concluded that the Pinterest Education community is mainly female Elementary school teachers. The cultural norms present in this community involve communicating through social media features such as pinning, repinning, liking and commenting. While pinners seek out the validation and approval of their community through the use of these features, the tone of community is positive, and one which encourages professional development through it!s innate collaborative features. Pinterest asks that users be respectful of individual tastes and despite a rapid population increase it seems that civility still reigns. (Hall & Zarro, p.7) In this highly visual platform, pinners are not affected by a language barrier as they communicate through common, community specic actions. In conclusion, I was interested in exploring why Pinterest has been such a successful platform for sharing, and specically for collaboration amongst teachers and educators. In a profession that is typically highly verbal and text-driven, it is interesting to see how Pinterest users enculturate to the affordances of the virtual community in order to engage in positive and collaborative professional development. References: Gay, L. R., Mills, G.E., & Airasian, P.W. (2009). Educational research: Competencies for analysis and application (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Gilbert, E., Bakshi, S., Chang, S., Terveen, L. (2013) I need to try this: a statistical overview of Pinterest. Proceedings of the SIGCHI Conference on Human Factors in computing systems. Georgia Institute of Technology Hall, C., Zarro, M. (2012). Social curation on the Website Pinterest.com. Proceedings of the American Society for Information Science and Technology, 49(1): 1-9. Service Canada. Elementary School and Kindergarten Teachers. Government of Canada, September 3, 2013. Web. 14 Mar. 2014. http://www.servicecanada.gc.ca/eng/qc/job_futures/statistics/4142.shtml#stats Smith, Craig. By the Numbers: 59 Amazing Pinterest Stats. Digital Marketing Ramblings, March 4, 2014. Web. 12 Mar. 2014. http://expandedramblings.com/index.php/pinterest-stats/#.UyaIxeBtJUR Wikipedia. Pinterest. Retrieved March 14, 2014 from http://en.wikipedia.org/wiki/ Pinterest