Like, Comment, Share: Collaboration and Civic Engagement Within Social Network Sites

Greenhow, Christine; Li, Jiahang

doi:10.1007/978-1-4614-4696-5_9

Cited by 14 publications

(8 citation statements)

References 30 publications

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“…Rather than formal, classical views of knowledge as validated and transmitted by experts to learners who take it up, this model views knowledge as co-constructed through peer review and feedback (Dede, 2008;Wenger, 1998). Studying learning with social media through such perspectives (mainly among high school and undergraduate students), scholars have argued that social media practices can facilitate new forms of collaborative knowledge construction (Cress & Kimmerle, 2008;Greenhow, Menzer, & Gibbins, in press;Greenhow & Li, 2013;Greenhow, Burton, & Robelia, 2011;Larusson & Alterman, 2009), communication (Greenhow & Robelia, 2009a), identity (Greenhow & Robelia, 2009b), and social capital (Greenhow, Burton, & Robelia, 2011;Ellison, Steinfield, & Lampe, 2007;Valenzuela, Park, & Kee, 2009).…”

Section: Theoretical Frameworkmentioning

confidence: 97%

Scholars and social media: tweeting in the conference backchannel for professional learning

Greenhow

2015

Educational Media International

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Social media are fundamentally changing core practices in various industries. Although surveys indicate that social media are impacting social scientists, we know little about how education scholars, specifically, use social media for their work or professional learning. This article explores how educational scholars incorporated the social media, Twitter, as a conference backchannel. Using qualitative interview data collected from members of the American Educational Research Association (AERA) and considering previous analysis of AERA conference tweet data, we describe participants' purposes and practices and their perceptions of how using this social media impacts participation in the conference community. We discuss implications for those concerned with research dissemination, faculty professional development, and academic identity.

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Section: Theoretical Frameworkmentioning

confidence: 97%

Scholars and social media: tweeting in the conference backchannel for professional learning

Greenhow

2015

Educational Media International

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“…In essence, civic engagement could benefit persons in the communities beyond private profits or related interests of people's immediate setting of families and friends (Haro-de-Rosario et al , 2018; Shaw et al , 2014). According to Greenhow and Li, it is generally driven by a sense of obligation and respect for established authority and strives to bring about positive public consequences for communities and political life (Greenhow and Li, 2013). Civic engagement could occur through direct and indirect mutual communications, and it might range from political activities to nonpolitical actions (Boyd et al , 2011; Chen, 2017; Jugert et al , 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Can social network sites facilitate civic engagement? Assessing dynamic relationship between social media and civic activities among young people

Pang

Qin

2021

OIR

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PurposeThe primary goal of this article is to review the existing studies and offer clarity regarding the association between social media adoption and youth civic engagement.Design/methodology/approachThis research systematically summarizes and reviews 42 original articles published from 2010 to 2019 with an objective of offering insightful results. Additionally, a theoretical framework was carefully designed by adopting various conceptions from citizen participation and computer-mediated communication research literature.FindingsThe findings demonstrate that social media usage could generally have a positive correlation with civic participation among younger generations. Moreover, the result also highlights that certain functional features of social media uses including using social media for news consumption and expression could significantly predict civic engagement.Originality/valueDespite the ever-growing importance of social media technologies, investigations on their differential, nonlinear and even inconsistent effects on civic engagement remain theoretically ambiguous and empirically unsubstantiated. The study represents one of the first scholarly attempts to review, summarize and analyze the extant research evidence from the past ten years.

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“…So, the innovative nature of Web2.0 is reflected through the student centeredness and represented in their involvement in the learning process. In terms of students' learning, many scholars argue that Web 2.0 applications can facilitate new forms of collaborative knowledge construction, communication, identity work (Greenhow, 2011;Greenhow & Li, 2012).…”

Section: Web 20 and Higher Educationmentioning

confidence: 99%

English Literature Instructors’ Beliefs and Actual Practices of Integrating Web Applications in Ha’il University

Elgoudman

Yunus

2019

IJHPL

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This study purports to explore differences and similarities between literature instructors’ beliefs and actual practices of integrating Web applications in literature courses in Ha'il University. This study was designed as a descriptive case-study triangulating several data collection methods such as semi-structured interviews and observation. The data of the interviews and observation were analysed in themes. The results showed that a majority of instructors’ beliefs aligned well with their practices about integrating Web applications with teaching literature while one participant’s beliefs conflicted with her teaching practices. Result also supported the argument that instructor belief plays an important role in instructional decision making in the teaching practice while sometimes differed with their classroom practice. Results also revealed that the actual Web applications usage found in the four cases demonstrated positive result for the integration of Web applications. This provides evidence to support previous research results about the benefits that Web applications have in possibly connecting informal learning to the formal learning environment. On the other hand, although four individual instructors’ actual use of Web applications differed from case to case, they all believed that there were many benefits as well as challenges when integrating Web applications in literature courses. Furthermore, the results demonstrated an increasing usage trend among the four individual participants based on the estimated percentage of Web applications usage in their literature courses. Nonetheless, four participants in this study seemed to only bring out a few aspects of Web applications’ potential. To make the best of Web applications, more research is needed in identifying best practices of various Web applications in teaching literature and explaining complicated instructors' beliefs about the effectiveness of Web applications in teaching literature.

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Like, Comment, Share: Collaboration and Civic Engagement Within Social Network Sites

Cited by 14 publications

References 30 publications

Scholars and social media: tweeting in the conference backchannel for professional learning

Scholars and social media: tweeting in the conference backchannel for professional learning

Can social network sites facilitate civic engagement? Assessing dynamic relationship between social media and civic activities among young people

English Literature Instructors’ Beliefs and Actual Practices of Integrating Web Applications in Ha’il University

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