Challenging our Assumptions A. Q. A. Q. A. Q. A. Q. A. Yeah. Um -- I teach other kids how to cook. I teach other kids how to read. I teach other kids how to take turns. I teach other kids how to do monkey bars. Do you know about the Internet? What do you like about it? Yes. It has pictures about Halloween and all that and it teaches you how to carve online. It teaches you how to make cupcakes and pasta. Do you know about Facebook? Facebook is where you actually have these words on the computer on the Internet and friends can be mean on the Internet some- times because the ones you really like may be really mad and put the ones you love on the computer. Like somebody really likes John... [Relates to something she observed with her older sister Camden] Do you like to learn things from the other kids? Yes. Like doing um like how to yo-yo. How can I learn things, because I don't go to school anymore? If you read you can learn the things all around the world. Q. A. Q. A. Do you know about the Internet? What do you like about it? Yah. It's easy to use. I like it because you to go Facebook and Google and stuff. It's kind of like the iPhone. It's easy to use. You know what's really funny -- I am on Facebook now and people are texting me and I am trying to talk to you. [We were on the telephone.] What do you like about Facebook? You can post what you're thinking and see what other people are thinking through their posts. And you chat with other people. Suffice it to say that I learned much from this 5 year old about knowing what we know. She is learning interpersonal skills (listening and taking turns) and physical skills (monkey bars, rollerblading, and yo-yo) from her interaction with people. But she is also discovering how-to knowledge (how to cook, how to carve) from Internet demonstrations. She believes that she is teaching other kids what she knows. And suggested to me I can learn through reading "the things all around the world." It was striking that a 5 year old understood the social networking site Facebook to be a place where strong feelings such anger and love could be expressed. I became curious about her sister's experience and asked Camden directly: Turning from what two children know about knowing to what researchers explain about knowing, we move into the territory of collective intelligence. Knowledge, once in the domain of philosophers, was found at a premium in the hands of experts in the 20th century. But this hierarchical structure of creating knowledge toppled with social media. David Snowden (2002) reminds us that knowledge cannot be constricted; it can only be volunteered. But can knowledge be captured? The assumption exists that there is social knowledge somewhere within interaction of social media. How does this become collective intelligence? Knowledge capture is the focus of numerous global professionals. Some explore Weblogs as a source for extracting general world knowledge (Gordon, J., Van Durme, B.; Schubert, L., 2009). Others design methods for extracting common- sense knowledge (Hakki, C., Cankaya, H. C., Mol- dovan, D., 2009); methods for mining emotional content of dream diaries (Frantova, E; Bergler, S., 2009), or for community detection techniques leveraging collective intelligence (Papadopoulos, S., Kompatsiaris. Y., Vakali, A., 2009). In an area of particular interest, the question is: How can we capture "social knowledge" created through medical research, clinical trials, doc- tors, and patients impacts people with serious or life-threatening illness? Is there some collective repository of emergent wisdom that may save a life? We see self-organizing support groups com- 52