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The news media play a substantial role in providing the public with information about social workers, the people they serve and the public perception of issues affecting vulnerable people. This information provides a platform for public discussion and performs a key role in making public opinion about what social workers do and how well they do it. Negative and inaccurate news reporting undermines public confidence in service provision, profoundly challenges the professionalism of social workers, thereby increasing risk to the vulnerable. Resolving this conflict is challenging; social workers and journalists each have motivations, accountabilities and structural issues thatlead to the inaccurate media portrayal of social work-related stories. This article focuses on the potential of interprofessional education to better manage these barriers, producing socially responsive journalists, media savvy social workers and a collaborative approach towards social justice and democracy. It offers a sampling of interprofessional education projects between schools of social work and journalism, and makes a case for further study in New Zealand.

INTRODUCTION:The rise of social media has been associated with rapid growth in different forms of digital networking, debate and activism. Many studies have traced the role of social media in mobilising people to take action on shared issues of concern across the world. Yet, while networked public spaces offer many possibilities for professional engagement and interaction, the technology also shapes social dynamics, raising questions over professional boundaries and the nature of online behaviour. METHODS:The development of a closed professional group on the social networking site, Facebook, provided an ideal opportunity to explore social workers' perceptions of participatory public space for professional deliberation and debate about public issues. Using a smallscale, case-study approach, group members were invited to complete an online survey and to participate in an interview which explored participants' motivation for joining the group, the frequency and nature of their contributions, how it felt to be a member and what they valued or found problematic about the group. FINDINGS:Those group members benefitted from the resources, research and professional development opportunities afforded to them and supported the professional potential and promise of social networking sites. They grappled with what constitutes ethical online behaviour and identified the site's limitations and strengths as a place to promote robust professional dialogue on social issues. IMPLICATIONS:Analysis of social workers' experience within participatory public spaces offers insight into how the profession can develop modern communication strategies and strong communities of practice in line with its professional principles and mandate.