Digital Literacies Go to School: A Cross-Case Analysis of the Literacy Practices Used in a Classroom-Based Social Network Site

Lindstrom, Denise; Niederhauser, Dale S.

doi:10.1080/07380569.2016.1179025

Cited by 9 publications

(16 citation statements)

References 29 publications

(33 reference statements)

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“…Some studies cited the number of individuals posting to a social media platform, whereas others indicated sample by total number of social media posts without tracking individual posters. These became important distinctions when comparing studies focused on thousands of individual posts (e.g., Greenhalgh & Koehler, 2017) to studies focused on the experiences of a few case study participants (e.g., Lindstrom & Niederhauser, 2016). To maintain transparency, each coder worked with her own copy of the spreadsheet template and points of initial disagreement and the resolution were noted and preserved within our spreadsheets.…”

Section: Discussionmentioning

confidence: 99%

“…Seventeen articles (29%) focused on K-12 teachers' use of the microblog Twitter. Other single-platform studies covered YouTube (Blonder et al, 2013), Ning (Lindstrom & Niederhauser, 2016), Voxer (Carpenter & Green, 2017), and the Online Professional Development Platform (Zhang et al, 2017). The remaining articles (N = 18, 31%) investigated teachers' social media use across multiple platforms or generally without specifying a particular type.…”

Section: Figure 2 Geographic Location Of Reviewed Studiesmentioning

confidence: 99%

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A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

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Galvin

Brandon

et al. 2020

Teachers College Record

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Background and Context The increasingly widespread use of social media to expand one's social connections is a relatively new but important phenomenon that has implications for teaching, learning, and teachers’ professional knowledge and development in the 21st century. Educational research in this area is expanding, but further investigation is necessary to better determine how to best support teachers in their professional development, collaboration, and classroom teaching. Prior literature reviews have focused extensively on higher education settings or particular platforms or platform types (e.g., Facebook, microblogging). This article provides needed insights into K–12 settings and encompasses work from a variety of social media types. We describe a systematic review of more than a decade of educational research from various countries to present the state of the field in K–12 teachers’ use of social media for teaching and professional learning across various platforms. Research Questions To define social media's potentially beneficial roles in teaching and learning, we must first take an in-depth look at teachers’ current social media practices. Toward this end, we approached our review with the following research question: How are social media perceived and used by K–12 teachers for their teaching or professional learning, and with what impacts on teachers’ practices? Research Design Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) established standards for rigor and quality in systematic literature reviews, this article reviews empirical research to examine how social media are perceived and used by K–12 teachers with what impacts on teachers’ practices. Findings We find that social media features offer several benefits for helping teachers fulfill their goals for classroom teaching, including enhancing student engagement, community connections, and teacher–student interactions, but these affordances come with challenges that must be navigated. The literature also suggests that social media features provide benefits for teachers’ professional learning within both formal professional development programs and informal learning networks. Conclusions Implications of this literature review for future research and the design of educational practices are discussed in the final section. Among our conclusions are calls for more data triangulation between teachers’ and students’ learning and experiences on social media, more attention to teachers’ observational behaviors on social media, and further exploration of how social media facilitates interplay between teachers’ formal and informal learning.

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Section: Discussionmentioning

confidence: 99%

Section: Figure 2 Geographic Location Of Reviewed Studiesmentioning

confidence: 99%

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

Greenhow

Galvin

Brandon

et al. 2020

Teachers College Record

View full text Add to dashboard Cite

show abstract

“…In the context of school, and in reference to the group of teachers followed in this research, DL is identified with the use of devices, digital services, and websites, and is included in learning and teaching activities (Lindstrom and Niederhauser 2016). The educational aspect of new media is particularly important when we consider its potential to improve the efficiency of and the presence of multimedia in the didactic process (Potyrała 2017).…”

Section: Theoretical/conceptual Framework DLmentioning

confidence: 99%

Skills in the area of digital safety as a key component of digital literacy among teachers

Tomczyk

2019

Educ Inf Technol

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The goal of the research was to assess the level of Digital Literacy (DL) among teachers. The study was diagnostic in order to show DL in six selected key areas: the ergonomics of using ICT, assessing the credibility of information, secure online communication, maintaining anonymity in the digital world, safe logging-in, and intellectual property. DL was measured using a knowledge and competence test. The study was conducted in Poland in 2017/2018 among 701 primary school teachers (primary being the second stage of education). Based on the data collected, we have noticed the following: DL is a heterogeneous concept; the respondents possess the lowest level of knowledge in the area of intellectual property law and know the most about ergonomics; gender does not determine the level of knowledge and competencies in the group. Furthermore, the Dunning-Kruger effect is noticeable among the teachers, in the context of evaluation of DL related to digital safety. We also need to emphasise that for teachers, DL is one of the key protective factors in digital safety, viewed holistically, in schools. Thus, diagnosing and facilitating the development of DL has become one of the key challenges faced by schools today.

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“…She noted that teachers and students needed time to explore digital tools and talk with others about this tool use; however, most PD often focuses on hardware rather than tool integration into curriculum. Lindstrom and Niederhauser (2016) looked at social network sites and how they supported reading and writing in a fifth-grade classroom multiple-case study. They found that PD was also important because sometimes classroom teachers made rules with digital tools that inhibited student design.…”

Section: Integration Of Digital Toolsmentioning

confidence: 99%

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Howell

Pérez

Abraham

2020

Reading Research Quarterly

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In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers’ instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify that this instruction should emphasize students creating rather than consuming information from media sources and that this creation process should be social. However, recent research of preadolescents has shown that although these students are using technology more in schools, they are often using technology to consume rather than create information. Further, literacy teachers, in particular, have identified barriers to integrating technology effectively into their curriculum. Thus, there is a critical need for professional development that helps teachers more effectively integrate technology into their classrooms. The objective of this study was to develop a professional development model that helps teachers engage students in writing as both a digital process and a social process. The essential elements studied in this model include the following: (a) sustained professional development, including the gradual release of teacher inquiry; (b) writing as a social practice; and (c) the use of digital tools to engage students in writing. Using both qualitative and quantitative methods, the authors studied the implementation of this professional development model in a summer institute and in teacher classrooms.

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Digital Literacies Go to School: A Cross-Case Analysis of the Literacy Practices Used in a Classroom-Based Social Network Site

Cited by 9 publications

References 29 publications

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

A Decade of Research on K–12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field

Skills in the area of digital safety as a key component of digital literacy among teachers

Toward a Professional Development Model for Writing as a Digital, Participatory Process

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