When Hamlet says "To be or not to be" he gives the impression that he
is making a conscious decision based on thoughtful analysis. In a
world where actions speak louder than words, however, he also has been interpreted as dithering. In the beginning of the play Hamlet knows
what he has to do, and he even seems to know what he WILL do, but
bringing himself to act on this awareness is more complicated.
So
it goes with your online identity. However clear our own impressions
of ourselves may be, it can be difficult to convey our inner selves and
thoughts to an audience. This is why Montaigne was such an important
writer; his attempts to capture his real-time thinking on paper gave us
the essay (which, contrary to popular belief, means "to try" and
not "five paragraphs of suck.") This is also why you are now such an
important writer. What you say, what you don't say, what you post, what
you don't post-- it all adds up to an impression of who you are and how
you think.
How much of that impression is
intentional? When you write a blog post and click "Publish" are you
imagining the effect your words and images will have on your audience?
When you read someone else's blog/site, what conclusions do you draw
about the author?
Everything you see in a museum is there by design. It is curated for a purpose. Read this article on curation.
Then, reflect: How do the artifacts you wear, listen to, put on your
bedroom wall etc. convey a sense of who you are and how you think? How
can you optimize your blog to help your audience understand the person
who created it?
Your situation is both simpler than
Hamlet's and more complicated. You don't have to worry about "not to
be"-- that's not an option in Open Source Learning. No one gets to be
invisible. There is no back row on the Internet where you can hunch low
and hope to remain unseen. But Hamlet only had two options; once you
decide To Be, the real question becomes, Who do you want to be? To everyone who sees what you put online, your curation becomes the story of your learning life.
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