Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy

Fauville, Géraldine; Dupont, Sam; Thun, Susan Von; Lundin, Johan

doi:10.1016/j.compedu.2014.11.003

Cited by 47 publications

(54 citation statements)

References 26 publications

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“…This provides an easy, accessible way for college students to share learning experiences (e.g., reading choices, file sharing) with their peers (Lepp, Barkley, & Karpinski, 2015;Pempek, Yermolayeva, & Calvert, 2009). Such technologies are evolving rapidly, giving college students a space for self-expression, making connections, and adapting their communication within broad social networks (e.g., Fauville et al, 2015;Gee, 2007;Kamenetz, 2011;Leu et al, 2004;OCLC, 2010;Street, 2003;van Dijck, 2013).…”

Section: Discussionmentioning

confidence: 99%

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

2016

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The purpose of this study was to investigate the differences between the amounts of time that U.S. and Chilean students spend on conventional academic reading, extracurricular reading, and Facebook and also to report the types of materials they prefer to read. The study surveyed students in the United States (n = 1,265) and Chile (n = 2,076) across all discipline areas. Descriptive analysis indicated that U.S. students spent 4.94 hours on academic reading, 4.17 hours on extracurricular reading, and 16.40 hours on Facebook weekly. For Chilean students, the figures were 13.17 hours, 3.07 hours, and 14.00 hours, respectively. The results indicated that for both U.S. and Chilean participants, online reading materials were the most popular type of material, followed by magazines/newspapers, graphic novels/comic books, best‐selling novels, and nonmajor academic books (books on topics outside the student's major subject in conventional print format). Due to the impact of the Internet on reading resources, students' reading patterns today are different from how they were in the past. College students' reading practices have moved to different venues with the advent of Internet technology, and the modality has migrated to online reading. Specifically, social media sites (e.g., Facebook) provide social accessibility to academic contexts that constitute students' learning experiences and shape their identities.

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Section: Discussionmentioning

confidence: 99%

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

2016

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“…For this and other reasons, an evaluation found Facebook fan pages lacking as a mechanism for outreach (Fauville et al. ). A list of Facebook groups that may be of interest to fisheries science professionals can be found at https://storify.com/WhySharksMatter.…”

Section: Facebook Fan Pages and Groupsmentioning

confidence: 99%

“…Due to the newsfeed algorithm, all the users who like your page will not see every one of your updates unless you pay to "boost" the post, however. For this and other reasons, an evaluation found Facebook fan pages lacking as a mechanism for outreach (Fauville et al 2015). A list of Facebook groups that may be of interest to fisheries science professionals can be found at https://storify.com/WhySharksMatter.…”

Section: How To Create a Facebook Fan Page Or Facebook Groupmentioning

confidence: 99%

Social Media for Fisheries Science and Management Professionals: How to Use It and Why You Should

Shiffman

2018

Fisheries

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Social media has revolutionized how people communicate with one another. This has important implications for science, environmental advocacy, and natural resource management, with numerous documented professional benefits for people in each of these fields. Some fisheries management professionals have been wary of social media use, in no small part due to unfamiliarity. The goal of this paper is to summarize the professional benefits of social media usage that are applicable for fisheries science and management professionals and to provide a detailed guide for those who wish to get started. Though many Web 2.0 tools exist, this paper will focus on the use of Facebook, Twitter, and blogs.

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“…El aprendizaje se desarrolla en un contexto social en el que se generan procesos cognitivos a partir de las interacciones entre sus miembros (Vygotsky, 1978;Fauville et al, 2015). La Teoría del Aprendizaje Social (Bandura, 1971) plantea que el conocimiento y el comportamiento de los individuos está influenciado por la observación e interacción con los colegas (Ainin et al, 2015).…”

Section: El Capital Social En La Educación Universitaria Onlineunclassified

“…Pero el vínculo entre las relaciones sociales y el aprendizaje es implícito a este, ya que, si estudiamos el aprendizaje desde una perspectiva sociocultural, debe ser concebido como un proceso que emerge de un amplio abanico de actividades sociales (Fauville et al, 2015).…”

Section: Conclusionesunclassified

Twitter, capital social y adopción de e-servicios

Molina¹,

Moreno

2017

Sociotecno

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Resumen: Una vez establecida la relevancia que el uso de los social media pueden presentar en los entornos virtuales de aprendizaje, el presente trabajo profundiza en el análisis del impacto que Twitter puede tener a través de la configuración que permiten de las interacciones sociales. Para ello, el presente trabajo analiza el papel moderador que presenta el uso de Twitter en la adopción de una plataforma de e-Learning, distinguiendo en si la configuración de este se puede vincular con el desarrollo de capital social bonding o bridging. Los resultados alcanzados nos permiten establecer que Twitter modera la relación entre el único antecedente significativo de la intención de uso y del uso efectivo, la expectativa de esfuerzo. Asimismo, no permiten establecer que exista una diferencia significativa en el funcionamiento del modelo en función de emplear un Twitter genérico o un Twitter específico vinculado con la temática del curso.Palabras clave: Medios sociales, UTAUT, eLearning, Twitter, capital social. Abstract:Once established the relevance that the use of social media can be presented in virtual learning environments, the present work deep in the analysis of the impact that Twitter can have through the configuration that allows social interactions. To this end, the present work analyzes the moderating role of the use of Twitter in the adoption of an e-Learning platform, distinguishing in itself the configuration of this can link with the development of social capital that links or bridges. The results achieved in the establishment of Twitter moderates the relationship between the only significant antecedent of the intention to use and the effective use, the expectation of effort. Similarly, there is no difference between the meaning of the difference in the model's functioning and the employment function on Twitter.

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Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy

Cited by 47 publications

References 26 publications

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

Social Media for Fisheries Science and Management Professionals: How to Use It and Why You Should

Twitter, capital social y adopción de e-servicios

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