Adolescents Becoming Feminist on Twitter: New Literacies Practices, Commitments, and Identity Work

Gleason, Benjamin

doi:10.1002/jaal.889

Cited by 16 publications

(10 citation statements)

References 29 publications

(41 reference statements)

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“…Ethical research methods—a topic underexplored in the educational technology literature (Moore & Ellsworth, )—designed to protect the privacy of participants, contribute to both the development of theory about what scholarship is and its essential practices (Gleason, ; ; Gleason & Von Gillern, ). Methods should adhere to ethical guidelines for informed consent, protecting privacy and dissemination of research.…”

Section: Scholarship Reconsidered Today: Social Scholarshipmentioning

confidence: 99%

Social scholarship revisited: Changing scholarly practices in the age of social media

Greenhow¹,

Gleason²,

Willet³

2019

Brit J Educational Tech

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Christine Greenhow is an associate professor in Educational Psychology & Educational Technology, Michigan State University. She studies various forms of learning with social media, the design of social-mediated environments for learning and changes in scholarship practices with new media. (More information at: http://www.cgreenhow.org and @chrisgreenhow on Twitter). Benjamin Gleason is an assistant professor in the School of Education, Iowa State University. His research interests include teaching and learning through social media, focusing specifically on literacy practices, identity development, and civic engagement in social learning spaces. (More information at AbstractThis conceptual exploration revisits a key question from earlier work (Greenhow & Gleason, 2014): What is scholarship reconsidered in the age of social media? Social scholarship is a framework that expanded Boyers' (1990) conceptualization of scholarship to consider how social media affect discovery and research, teaching and learning, integration, and application. This paper critically reflects on how social scholarship continues to evolve in light of changing understandings in the field of educational technology and the role social media play in the academy. We provide recent examples of social scholarship such as altmetrics, interdisciplinary projects, crowdsourced educational technology syllabi and reconsideration of the needs of research participants. Moreover, we share concrete examples of how scholars might enact social scholarship, with what benefits and challenges, and surface new concerns regarding openness, equity, access, literacy, privacy and ethical considerations. Our paper concludes with recommendations for preparing scholars to enact social scholarship while mitigating the challenges it poses. practices, and in the institutional and societal contexts within which scholars work that warrant a closer, critical examination of this model today.

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Section: Scholarship Reconsidered Today: Social Scholarshipmentioning

confidence: 99%

Social scholarship revisited: Changing scholarly practices in the age of social media

Greenhow¹,

Gleason²,

Willet³

2019

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

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“…If participating in Twitter conversations can be considered a kind of learning (Gleason, 2013 , 2018 ), then identifying the conversations students—and others—are participating in will indicate what they are learning. In the following sections, we categorize our findings into broad categories of learning.…”

Section: Discussionmentioning

confidence: 99%

“…In keeping with growing trends in educational technology research (e.g., Greenhalgh et al, 2021 ; Gleason, 2013 , 2018 ; Kimmons & Veletsianos, 2018 ), we focused this study on digital data retrieved directly from social media platforms. We used Twitter Archiving Google Sheets (Hawksey, 2014 ) to collect tweets containing the #bac2018 hashtag during the month prior to the beginning of the exams on 18 June.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, to use the #OWS hashtag is to acquire literacies associated with the Occupy Wall Street movement (Gleason, 2013 ), and should therefore be considered learning. Likewise, tweeting about feminism is practicing feminist literacies and therefore learning to become part of that community (Gleason, 2018 ). These assertions do not preclude further questions about how and whether these literacies overlap (or don’t) with those valued in formal curricula.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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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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“…Its use also revealed to be able to mobilize faculty into a more active and participatory role (Junco et al , 2013) and to provide space for sharing information, interaction and collaboration outside the classroom (Tur et al , 2017), and to encourage critical thinking (Abella-García et al , 2018). Twitter has been also analyzed as a new literacy practice that comprises both traditional and new literacies and impacts informal and formal learning settings (Gleason, 2016a, 2016b, 2018c; Greenhow and Gleason, 2012). Nonetheless, although showing promise in improving academic performance, teachers and instructors need further guidelines that maximize the learning opportunities afforded by Twitter (Tang and Hew, 2017).…”

Section: An Overview Of Social Media For Academic Purposesmentioning

confidence: 99%

Curriculum and instruction: pedagogical approaches to teaching and learning with Twitter in higher education

Gleason

Manca

2019

OTH

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Purpose While the ubiquity of social media as a mode of communication, collaboration, connection and creativity has been widely adopted in journalism, entertainment, healthcare and others, the field of education has been more reticent to integrate social media for teaching and learning purposes. This paper aims to summarize research on how social media may support educational aims with specific reference to large classrooms. In addition, the authors provide practical tips on using Twitter from the experience teaching in a typical higher education setting: a large, undergraduate course in a public university. Finally, the authors offer conclusions about how instructors can use social media to support increased engagement, professional development and digital literacy skills. Design/methodology/approach This paper presents a real-life “case study” of using Twitter in an educational context common to many in higher education: a large, undergraduate lecture class over the course of one semester. This course focused on the foundations of educational technology and was a requirement of receiving a teaching credential at a large public institution in the Midwest. As a required course, students from a number of different majors were enrolled in the course, including biology, chemistry, mathematics, English, history, world languages, physical education and many more. While these majors were grouped by content-area groups (Science, Technology, Engineering, and Math; the humanities; and physical education), for this paper the authors will focus on the part of the course where students were all together in lecture format. Guided by the research above, and pedagogical practices discussed elsewhere (Greenhow and Gleason, 2012), it was decided to use Twitter for a number of different pedagogical purposes, including in-class discussion, increase student engagement with course material, expand student interaction and develop student presence. Findings The use of Twitter was found to increase student participation, help facilitate conceptual understanding, to foster students’ “social presence,” and to increase interactions with “real world experts.” Twitter provided a way, for example, for students in a large lecture course to participate, and roughly 90 per cent of students did so with Twitter. Likewise, instructors used Twitter as a way to bridge learning across different experiences (i.e. lab activities, lecture and online lesson), while also providing a way to support social presence (letting students share humorous pictures). Finally, Twitter facilitated interaction with content experts including historians, during a lesson on global collaboration. Research limitations/implications Overall, integrating Twitter into a large, lecture course seemed to suggest a number of positive learning outcomes, including presenting opportunities for student voice and expression, visible participation, the development of social presence and tools to connect different course activities (e.g. lecture, in-class activities and lab activities). For example, much research in this field has begun to explore the educational outcomes associated with social media use, and this study contributes to this emerging field. Here, the authors advocate for using social media to support interactive, collaborative and social learning.

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Adolescents Becoming Feminist on Twitter: New Literacies Practices, Commitments, and Identity Work

Cited by 16 publications

References 29 publications

Social scholarship revisited: Changing scholarly practices in the age of social media

Social scholarship revisited: Changing scholarly practices in the age of social media

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

Curriculum and instruction: pedagogical approaches to teaching and learning with Twitter in higher education

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