Crossing Cultural Borders Through Ning

Eamer, Allyson; Hughes, Janette; Morrison, Laura

doi:10.1080/2005615x.2014.11102907

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…For example, Chinese elementary students using social media improved their English fluency significantly more than a control group—which the researchers attributed to the mobile app’s ability to connect students with each other and engage in informal practice (Sun et al, 2017). Similarly, students’ use of the social network site Ning allowed for “low-stakes sharing” (Eamer, Hughes, & Morrison, 2014, p. 65), resulting in freedom to express and explore their cultural identities. By allowing students to be themselves, social media promote connectedness and belonging that tie students’ academic and social experiences into the same learning environment.…”

Section: Opportunities For Student Learning With Social Mediamentioning

confidence: 99%

What Should Be the Role of Social Media in Education?

Greenhow

Galvin

Willet

2019

Policy Insights from the Behavioral and Brain Sciences

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Social media provide new opportunities for when, how, where, and with whom people learn—venue unimaginable 15 years ago. Today’s students and educators have adopted social media for various purposes both within education and outside of it. This review of the published research on social media in education focuses on the affordances for student learning, teacher professional development, educational research practices, and communication of scholarship. The article concludes with implications for education policy.

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Section: Opportunities For Student Learning With Social Mediamentioning

confidence: 99%

What Should Be the Role of Social Media in Education?

Greenhow

Galvin

Willet

2019

Policy Insights from the Behavioral and Brain Sciences

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show abstract

“…Teachers addressing culture in the classroom—perhaps to explicitly challenge or expand beyond the influence of local cultures—may therefore find social media to be a valuable tool. For example, Eamer et al ( 2014 ) found one social media platform “enabled students to easily share details about their cultural heritage… bringing an acute awareness to the diversity in the class” (p. 66). Alternatively, Chapman and Marich ( 2021 ) commented on two teachers’ uses of Twitter to connect their students with people in (respectively) other parts of the country or across the world.…”

Section: Discussionmentioning

confidence: 99%

Academic, social, and cultural learning in the French #bac2018 Twitter hashtag

Greenhalgh

Nnagboro

Kaufmann

et al. 2021

Education Tech Research Dev

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Despite the continued use of social media in educational contexts, there remains skepticism about whether platforms like Twitter can actually contribute to learning. In this paper, we argue that such skepticism is based on an overly narrow conception of learning that focuses on academic performance and disregards other manifestations. To advance this argument, we document use of the #bac2018 Twitter hashtag in the month leading up to the 2018 baccalauréat exams (the “bac”), which are significant not only for their role in the French educational system but also for their connections with broader French society and culture. We found that participants engaged in sharing notes; slacking, doubting, and fearing; requesting retweets; preferring topics; complaining; connecting with bac heritage and experience; joking; and showing awareness of time. In keeping with the significance of the bac, we found that these practices within the #bac2018 hashtag were associated with not only academic learning but also social and cultural practices that are significant despite their absence from any formal curriculum. These findings underline the complexity and richness that characterizes learning—especially in digital contexts.

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“…Students control their self-presentations in digital spaces based social pressure and awareness of audience (Davies, 2012;Dowdall, 2009). In the formal classroom, students' applications of multimodal digital literacy promoted personal exploration and self-discovery (Eamer, Hughes & Morrison, 2014;Ranieri & Bruni, 2013).…”

Section: Culture and Identitymentioning

confidence: 99%

“…Provide clear expectations on how to use social media formally and informally (Lindstrom & Niederhauser, 2016) 3. Act as the authority when setting boundaries and as lead facilitator when encouraging students in discovery and collaborative learning (Eamer, Hughes & Morrison, 2014;Yang, Crook & O'Malley, 2014). Yang, Crook and O'Malley (2014), after studying students' use of Ning in an after-school Mandarin club, add that the teacher should actively help students connect their informal online participation to the formal content knowledge being practiced.…”

Section: Teaching Implicationsmentioning

confidence: 99%

Reading, Writing, and Fake News: A Review of K–12 Digital Literacy on Social Media

Galvin¹

2019

Proceedings of the 2019 AERA Annual Meeting

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The internet and the evolution of our digital world are innate in the post-truth paradigm. Digital literacy research and instruction have never been more relevant or critical. This paper offers a systematic literature review of a decade of educational research covering digital literacy on social media. Including articles that address teachers' and students' perspectives, we synthesize digital literacy research as it has been applied through social media in K-12 education. Analysis of the studies' methods, digital platforms, settings and participants inform our thematic findings and implications for research and pedagogy. This review captures multiple gaps in the literature, but draws particular attention to the need for more teacher support and a significant lag between research coverage and social media trends.

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Crossing Cultural Borders Through Ning

Cited by 7 publications

References 20 publications

What Should Be the Role of Social Media in Education?

What Should Be the Role of Social Media in Education?

Academic, social, and cultural learning in the French #bac2018 Twitter hashtag

Reading, Writing, and Fake News: A Review of K–12 Digital Literacy on Social Media

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