Social media as semiotic technology and social practice: the case of ResearchGate’s design and its potential to transform social practice

Djonov, Emilia; Leeuwen, Theo van

doi:10.1080/10350330.2018.1504715

Cited by 57 publications

(22 citation statements)

References 26 publications

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“…(cf. Vigild Poulsen et al 2018;Vigild Poulsen 2018;Zhao and Zappavigna 2018), certain sign-systems for meaning-making are made available while others are excluded, expounding manifested paradigm of choices (Djonov and van Leeuwen 2018;Vigild Poulsen et al 2018).…”

Section: The Multimodal Spatial and Temporal Complexity Of Online Teaching Environments (Karoline Schnaider)mentioning

confidence: 99%

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

et al. 2021

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This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.

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Section: The Multimodal Spatial and Temporal Complexity Of Online Teaching Environments (Karoline Schnaider)mentioning

confidence: 99%

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

et al. 2021

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“…Researchers value membership in these communities. According to this point of view, researchers habitually access the website and interact with its users [50][51][52][53][54]. Nández and Borrego [38] suggest that getting in touch with other researchers, disseminating their research results and following other researchers' activities is the main reason for participating in SSNS, without need for an immediate objective.…”

Section: Scientific Social Networking Sites Knowledge Sharing and Knmentioning

confidence: 99%

“…For this specific case we use the expression "knowledge utilization" [55]. The second situation consists in the acquisition of new competences in conducting scientific research [46,54]. The attitude of researchers towards SSNS is expected to influence knowledge use, both considered as knowledge utilization and competence acquisition (see Section 2.1).…”

Section: Research Modelmentioning

confidence: 99%

An Investigation on the Use by Academic Researchers of Knowledge from Scientific Social Networking Sites

et al. 2020

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Scientific social networking sites like ResearchGate or Academia.edu have become part of the work practice of academic researchers. These digital platforms have been designed precisely to encourage the exchange of knowledge between scholars and to help the expansion of collaborative networks among them. Even if studies on this topic have multiplied in recent years, there is a dearth of research on the actual impact of these platforms on scientific production. The goal of this study is to investigate the relationship between the attitude of researchers towards scientific social networks and the use of knowledge in their scientific work. Data from users of the scientific social networking site ResearchGate were collected. A total of 143 valid responses were received and structural equation modeling was applied for data analysis. Findings of this study confirmed that researchers use knowledge obtained from scientific social networking sites both incorporating it within their research products and to acquire new competences. In particular approaching the platform as a scientific community with a shared language and a shared vision was found to have a positive impact on knowledge use. To the best knowledge of the authors this is the first study investigating the actual use of knowledge from scientific social networking sites by academic researchers. Results help us to understand the impact of these platforms on the work practice of a strategic sector like scientific research.

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“…Djonov and van Leeuwen [6] found that various properties of the technologies-for instance, the template-guided the composition of the content to make meaning in presenting information through a PowerPoint (PPT) design. Other research has similarly emphasized digital software in relation to the sign systems in the interface and how different interpretations of them have afforded various actions and modes of representation and use [7][8][9][10][11][12][13]. Vigild Poulsen [14] and Vigild Poulsen and Kvåle [15] have made significant contributions to understanding the relationships between technologies' technical functions and their visual functional properties in their explorations of, for instance, the software application Instagram.…”

Section: Introductionmentioning

confidence: 99%

Meaning-Making in Technology-Enhanced Learning Activities: A Composite Perspective of Technologies and Their Properties and Users’ Representations

Schnaider¹,

Gu²

2021

INTED2021 Proceedings

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Technology use in school settings tends to look at various technologies solely as mediators for production and work, rather than to relate them to the patterns of thinking and learning. Some technologies and representations are more overrepresented than others, which signals a more monotonous use [22]. However, recent research indicates that meaning-making (actions and signmaking/learning) in connection with technology use is characterized by a higher level of variety and multiplicity across technologies and their properties and users [9], [13], [14], [22]. There is a need to explore and gain insights into how multimodal technology use can be understood and supported from a more comprehensive perspective. This study aims to examine the use of technologies (hardware and software in combination) in students' meaning-making activities in Swedish schools from a multimodal layer (ML) approach [22]. The research questions are the following: what functional and semiotic properties of the technologies are prompted and drawn upon in use; how are transitions made between technologies, their properties, and users; and what modes of representations are made by individuals in relation to the actions and sign-making activities with different configurations of technologies?The ML framework was used as a vehicle for data gathering and analysis from its five components: technologies, technologies' functional properties, technologies' semiotic properties, modes of representation, and activities. Empirical data consisted of 8 hours of classroom video recordings and observations on students' use of technologies in their learning activities, and 6 hours of interviews with the students were observed. All data were transcribed into texts-for instance by using word processing software and the video annotation software Transana-for subsequent quantitative content analysis. The layers were used as the first coding categories in processing the transcriptions and as variables in the analysis. The second step of coding was based on keywords (the values -subcategories to the layers) by using the software nCoder. Finally, the program Epistemic Network Analysis (ENA) was used to visualize the connections between the layers [44], [45].The results from the ENA, as expected, are that some functional properties were more frequently used at specific mediating levels with the use of certain technology combinations and had stronger connections to modes of representation and activities than other properties had. Moreover, some functional properties tended to remain at the same mediating level between technologies, while others were entirely altered or even eliminated. The investigations also showed that some categories of technologies and properties were more frequently drawn upon, reflected in the users' modes of representations. In some activities and combinations of technologies, the transitions in the various functions to the semiotic properties were more complicated and had little influence on individuals' meaning-making, as shown in weak ENA conn...

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Social media as semiotic technology and social practice: the case of ResearchGate’s design and its potential to transform social practice

Cited by 57 publications

References 26 publications

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

An Investigation on the Use by Academic Researchers of Knowledge from Scientific Social Networking Sites

Meaning-Making in Technology-Enhanced Learning Activities: A Composite Perspective of Technologies and Their Properties and Users’ Representations

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