Informal learning and identity formation in online social networks

Greenhow, Christine; Robelia, Beth

doi:10.1080/17439880902923580

Cited by 333 publications

(176 citation statements)

References 22 publications

Supporting

Mentioning

161

Contrasting

Unclassified

Order By: Relevance

“…These findings lead to a very different view of identity than the dominant perspective in the literature, which assumes that individuals have an authentic identity and suggests that they attempt to express these identities in varying degrees via social media (Greenhow & Robelia, 2009;Mohamed, 2010;Pearson, 2009). Facebook, for instance, is built on the premise that people have authentic identities and that those identities can be expressed and shared in online spaces by connecting people together as "friends."…”

Section: Discussionmentioning

confidence: 91%

“…As educators who believe that learning is a social enterprise (Vygotsky, 1978) use such technologies, it seems natural for them to take a keen interest in SNS to support learning in both formal (Cho, Gay, Davidson, & Ingraffea, 2007;Dunlap & Lowenthal, 2009; and informal settings (Greenhow & Robelia, 2009;Selwyn, 2009). Such interest has led many educators and policymakers to attempt to regulate and leverage such technologies.…”

Section: Introductionmentioning

confidence: 99%

“…Yet, as participants develop necessary literacies to use these spaces, it seems that they must begin to think of themselves and their relationships with others in new and Fragmented Educator 7 negotiated ways, like redefining the word "friend" (Beer, 2008) or thinking of themselves as "micro-celebrities" (Marwick & boyd, 2010), and such spaces may even be used as testing grounds to develop identity through exploration (Greenhow & Robelia, 2009). …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation

Kimmons

Veletsianos

2014

Computers & Education

View full text Add to dashboard Cite

Social Networking Sites (SNS) have been used to support educational and professional endeavors. However, little research has been done to understand the relationship between educator identity and participation in SNS or to examine the implications that institutional regulation of such media may have upon educator identity. Using grounded theory, in this study we developed a framework for understanding how a group of teacher education students viewed their developing identities within social networking sites as they began the life transition to becoming educators. The theory that emerged from this study proposes that educator identity consists of a constellation of interconnected acceptable identity fragments, which are each intentional, authentic, transitional, necessarily incomplete, and socially-constructed andresponsive. This view of educator identity contrasts sharply with previous views of identity by highlighting the complicated, negotiated, and recursive relationship that exists between educator participation in SNS and educator identity. Additionally, this perspective suggests that educator participation in SNS is neither fully representative of authentic identity (as prominent SNS models imply) nor dramaturgical. These findings yield important implications for educators, researchers, educational institutions, lawmakers, and SNS developers alike, because they lead to a more sophisticated understanding of identity and online participation that is essential for developing mechanisms to support moral and legal judgments, professionalism, and social interactions relative to SNS. 1 1 Abbreviations: AIF -acceptable identity fragment; SNS -social networking site Fragmented Educator 3

show abstract

Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation

Kimmons

Veletsianos

2014

Computers & Education

View full text Add to dashboard Cite

show abstract

“…As indicated in a previous study [6], students do not perceive a connection between their online activities and institutional learning. So, research efforts are needed to illuminate how the Web-based communication and network visualization tools found in today's social software can be incorporated into students' overall learning ecology and their social practices.…”

Section: Introductionmentioning

confidence: 59%

Using Social Software for Teamwork and Collaborative Project Management in Higher Education

Ullrich

Helou

et al. 2010

Advances in Web-Based Learning – ICWL 2010

View full text Add to dashboard Cite

Abstract. This paper discusses the potential role of social software in supporting teamwork and collaborative project management in higher education. Based on the fact that social software has been widely spread among young students nowadays, using it for collaborative learning is believed to increase students' involvement and create learning incentives. Two social software platforms, Graaasp and Google Wave are examined in terms of sustaining collaborative learning activities. Relevant existing features and possible extensions that enhance the learning experience are addressed. Benefits and challenges resulting from the bottom-up learning paradigm are also presented.

show abstract

“…The literature on Facebook use and HE covers a range of topics, from the use of Facebook for and to support teaching and learning (CLEX, 2009;Greenhow & Robelia, 2009;Manca & Ranierit, 2013;Mazer et al, 2007), the relationship between staff and student use of the site (Hewitt & Forte, 2006), the impact of Facebook on academic achievement (Kirschner & Karpinski, 2010;Karpinski, 2009;Pasek, 2009) and the social implication of using Facebook at university (Ellison et al, 2007;Madge et al, 2009;Pemepek et al, 2009;Steinfield et al, 2008;Yang & Brown, 2013). The use of Facebook for learning and its educational value has received much attention (see review by Manca & Ranierit, 2013).…”

Section: Facebook In the Lives Of Undergraduate Studentsmentioning

confidence: 99%

Technology, time and transition in higher education – two different realities of everydayFacebookuse in the first year of university in the UK

Stirling

2015

Learning, Media and Technology

View full text Add to dashboard Cite

This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. STIRLING, Eve (2015). Technology, time and transition in higher education : two different realities of everyday Facebook use in the first year of university in the UK. Learning, Media and Technology, 41 (1), 100-118. Published version Copyright and re-use policySee http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archivehttp://shura.shu.ac.uk 1 Technology, time and transition in higher educationtwo different realities of everyday Facebook use in the first year of university in the UKWithin the range of websites and apps that are part of first-year undergraduates' digital environments, the social network site Facebook is perhaps the most popular and prominent. As such, the ubiquitous nature of Facebook in the higher education landscape has drawn much attention from scholars. Drawing on data from a longitudinal connective ethnography, this paper uses two ethnographic stories to explore further the realities of social media usage by newly enrolled undergraduate students in a UK university. These ethnographic stories tell two differing tales -one of connection, intent, use and organisation -the other, of disconnection, disengagement and unrealised expectations. Facebook structures students' time at university both through connection and disconnection practices and examples of these are presented under two headings 'I'm always on it' and 'Being academic'. First-year student experiences of Higher Education and social media use are not uniform, but nuanced and responsive to their specific ecosocial systems.

show abstract

Informal learning and identity formation in online social networks

Cited by 333 publications

References 22 publications

The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation

The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation

Using Social Software for Teamwork and Collaborative Project Management in Higher Education

Technology, time and transition in higher education – two different realities of everydayFacebookuse in the first year of university in the UK

Contact Info

Product

Resources

About