Guiding Students as They Explore, Build, and Connect Online

McVerry, J. Gregory; Belshaw, Doug; O’Byrne, Ian

doi:10.1002/jaal.411

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…In non-school contexts, adolescents' lifeworlds are creative, interactive and highly multimodal, making learners active content creators (McVerry, Belshaw, & Ian O'Byrne, 2015). Terms such as 'prosumer' (Toffler, 1980) and 'produser' (Bruns, 2009) would appropriately describe their agency.…”

Section: Introductionmentioning

confidence: 99%

Intercreating in the context of learner-generated DV production

Palmgren-Neuvonen

Korkeamäki

Littleton

2017

Thinking Skills and Creativity

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In this article we define and conceptualize the notion of 'intercreating' and how the notion relates to interthinking. This new characterization of the processes of collective creativity emerges from an empirical study, reported here, examining how intercreating was constituted in interaction between primary-aged learners who were working in groups to create digital video (DV) stories. The study focuses on one group, comprising three girls and two boys.Whilst the context of DV production was motivating for the members, their differing ideas regarding 'violent' versus 'soft' themes (representing their different lifeworlds) appeared to provoke conflicts. Despite initially disputational and superficial interactions, the group was subsequently able to negotiate joint strategies, constraints and norms and to establish and sustain intersubjectivity -which in turn appeared to be a prerequisite for intercreating. In this open-ended fictive DV task, there was relatively little common ground that could provide an initial basis for discussion and the suggestions made were accepted or rejected according to implicit, tacitly shared criteria. There was little evidence of explicit reasoning in talk; the norms and constraints in play related to the school-based nature of the task and it was these that were used as justifications for ideas or possible solutions. As pedagogical solutions, sub-tasks with tangible goals and the requirement to establish consensus on ideas seemed to facilitate and enhance group discussion. We suggest that intercreating, in the context of divergent fictive content creation, can be defined as a process involving shared meaning-making and group flow.

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Section: Introductionmentioning

confidence: 99%

Intercreating in the context of learner-generated DV production

Palmgren-Neuvonen

Korkeamäki

Littleton

2017

Thinking Skills and Creativity

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“…As a result, our search yielded many papers that had themes outside the scope of our review. For example, articles in literacy addressed community and identity development (see McLean, 2010;McVerry et al, 2015) while articles in educational technology investigated technological competence and safe use of social media (see Appel, 2012;Bergström, 2015). These articles had to be eliminated from our analysis because they were not related to our topic of interest, and we argue that these other themes may be better suited for other literacies like media literacy, digital literacy, or computer literacy.…”

Section: Stage 5: Collating Summarizing and Reporting The Resultsmentioning

confidence: 99%

“…Our search included with other literacy terms like new media literacy and digital media literacy. However, these terms also yielded many papers irrelevant to the information literacy practices of adolescents on social media (e.g., skills-based in educational technology, and identity-based in literature see: McLean, 2010;McVerry et al, 2015). Yet we see a need for additional interdisciplinary research that looks specifically at adolescents' information literacy (as defined by ACRL, 2015) with respect to social media.…”

Section: Imprecise Use Of Abstractmentioning

confidence: 99%

“…However, adolescents use social media for more than just educational purposes. In fact, the majority of adolescents don't view social media as much as a place for learning, but instead as a place for community building and identity development (McLean, 2010;McVerry et al, 2015). This doesn't mean that adolescents are shielded from content that requires higher-order thinking skills, however.…”

Section: Introductionmentioning

confidence: 99%

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Adolescent Social Media Information Literacy Outside of School: A Scoping Review of the Literacy and Educational Technology Literature

Wusylko

Boehm

Dawson

et al. 2022

Journal of Educational Technology Systems

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The information literacy practices of adolescents on social media outside of school are worth considering, since adolescents use social media near ubiquitously and must grapple with all types of content they encounter incidentally or intentionally. This scoping review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR) to examine the extent and nature of scholarship on this topic from the perspective of educational technology and literacy scholarship, as both fields are uniquely poised to collaborate on this interdisciplinary topic. Surprisingly, only four articles fit the scope of our review. The literature found, and not found, revealed several themes. These themes were the imprecise use of keywords across scholarship, use of social media for community support, exposure to incidental information, evidence for different literacy practices on social media, and the need for addressing social media information literacy in school. Opportunities for future work and collaborative research between both fields is also discussed.

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“…There is a need to empower educators to know and understand a policy regarding their use of digital spaces for digital identity construction that is flexible yet still protects teachers and students (O'Byrne, Roberts, LaBonte, & Graham, 2014). Finally, educators need opportunities to act as networked, social scholars as they read, write, and connect online and in hybrid spaces (McVerry, Belshaw, & O'Byrne, 2015). Research such as this identifies opportunities for educators to engage in social scholarship practices, however, there are lingering policy issues that would detract or scare off preservice and in-service educators from developing and curating an online identity.…”

Section: Discussionmentioning

confidence: 99%

Social Scholars

Wise

O’Byrne

2015

Literacy Research: Theory, Method, and Practice

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The #WalkMyWorld project was an open, social media experiment developed to provide preservice and in-service teachers and K–12 students with an opportunity to focus on developing media literacies and civic engagement in online spaces. The study employed a basic interpretative qualitative study approach (Merriam, 2002) to examine how online social environments can be used as a vehicle to engage educators in the creation and sharing of online content, as it relates to multimodal meaning making, social scholarship, and identity construction. For this study, identity construction was identified as visually representing an aspect of an individual's life using any preferred medium, and sharing it through Twitter using the #WalkMyWorld hashtag. Results suggest three different categories in which participants viewed the activity of identity construction: (a) embraced similar identities, (b) established separate identities, or (c) resisted creating an online identity. As educators engage students with reading and writing digital content within social and connected learning environments, it is important to consider the creation and curation of an individual’s digital identity in social scholarship practices.

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Guiding Students as They Explore, Build, and Connect Online

Cited by 6 publications

References 7 publications

Intercreating in the context of learner-generated DV production

Intercreating in the context of learner-generated DV production

Adolescent Social Media Information Literacy Outside of School: A Scoping Review of the Literacy and Educational Technology Literature

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