Local Social Media Policies Governing Teachers’ Professionally Oriented Participation Online: a Content Analysis

Rodesiler, Luke

doi:10.1007/s11528-016-0139-z

Cited by 24 publications

(11 citation statements)

References 18 publications

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“…For example, Carpenter et al (2016) have established that pre‐service teachers in different countries have different feelings about Twitter as a professional tool, highlighting the possibility of cultural differences between regions. Likewise, Rodesiler (2017) has demonstrated that local policies on teachers’ social media use vary, which may influence RETH activity. Given the emergence of edu ‐ influencers , it is also possible that one ‘microcelebrity’ (Shelton et al, 2020, p. 530) who engages with their local RETH attracts others to it through force of reputation while other RETHs lack influential advocates.…”

Section: Discussionmentioning

confidence: 99%

“…Scholars have also discussed potential problems of teachers' social media use, including identity management (Carpenter et al, 2019), data privacy (Marín et al, 2020), improper behaviours (Warnick et al, 2016) or spam (Carpenter, Staudt Willet, et al, 2020). Indeed, Rodesiler (2017) suggested that regional variations in teacher social media use may be due in part to different policy responses to these issues.…”

Section: Background Teachers' Use Of Twittermentioning

confidence: 99%

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The influence of policy and context on teachers’ social media use

Greenhalgh

Rosenberg

Russell

2021

Brit J Educational Tech

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Research on teachers’ use of social media has typically assumed that it is a) driven by a need for professional learning and b) best understood in terms of individual motivations. In this study, we use a dataset of nearly 600,000 tweets posted to one or more of 48 Regional Educational Twitter Hashtags associated with 44 U.S. states. To explore the influence of local contextual factors on hashtag‐ and account‐level activity in these hashtags, we use an analytic approach heretofore uncommon in social media‐focussed education research: generalised linear and multilevel modelling. At the hashtag level, higher numbers of teachers within a state, proportions of students receiving subsidised meals, student‐to‐teacher ratios, and amounts of state spending per child are associated with more activity within a regional hashtag; by contrast, more left‐leaning state governments and citizenries are associated with less activity. At the account level, more experienced accounts and accounts in more right‐leaning states contribute more tweets to these hashtags. These findings reinforce established understandings of Twitter as a site for teacher learning; however, they also underline the importance of acknowledging other important purposes of teachers’ Twitter use, including receiving emotional support and engaging in activism. Practitioner notes What is already known about this topic Many teachers use Twitter (and other social media platforms) for professional purposes. Teachers have identified professional learning—among other purposes—as motivating their use of Twitter. Regional Educational Twitter Hashtags are diverse learning spaces for teachers and other education stakeholders. What this paper adds Local context and policy factors help influence teachers’ use of Twitter. Teachers may turn to Twitter because of a lack of emotional or political support—not just a lack of material support or professional development opportunities. Individual and idiosyncratic factors remain important in explaining teachers’ engagement with social media. Implications for practice and/or policy Informal spaces like social media may supplement formal support mechanisms for teachers. Teachers’ use of social media may help administrators and policymakers identify existing gaps to be repaired in those formal support mechanisms. Support for teachers should be conceived holistically and include emotional and political support.

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Section: Discussionmentioning

confidence: 99%

Section: Background Teachers' Use Of Twittermentioning

confidence: 99%

The influence of policy and context on teachers’ social media use

Greenhalgh

Rosenberg

Russell

2021

Brit J Educational Tech

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“…ECA is an interactive, reflexive, and narrative approach to the thematic analysis of documents-or "any symbolic representation that can be recorded or retrieved for analysis" (Altheide and Schneider, 2013: 5). ECA is the preferred method for identifying how methods of communication, and their meaning, "reflect other aspects of culture" (Altheide and Schneider, 2013: 27), and has been used to identify themes in a variety of texts including news (Vickovic et al, 2013), websites (Fishwick and Mak, 2015), and social media policies (Rodesiler, 2017). Furthermore, ECA has been used to analyze images and narratives in television (Kuhn-Wilken et al, 2012) and video games (Steinmetz, 2017), as well as posts on social media, including Twitter (Lemke and Chala, 2016) and Facebook (Gajaria et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

Vigilante or Viking? Contesting the mediated constructions of Soldiers of Odin Norge

Castle

Parsons

2017

Crime, Media, Culture

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In 2015, Europe experienced the worst refugee crisis since the Second World War. Along with terrorist attacks in Europe over the last decade, the refugee crisis has fueled a rise in the popularity of both far-right political parties and extremist groups—such as Finland’s Soldiers of Odin ( S.O.O.). The group debuted in late 2015, but quickly spread throughout Scandinavia. The popularity of S.O.O. coincided with a resurgent interest in Viking culture, and new country groups have been reported worldwide. This article explores the contested identity of the Norwegian chapter, Soldiers of Odin Norge ( S.O.O.N.), in national news (Norge) and networked spaces (social media). The mediated discourse was analyzed using ethnographic content analysis, with an appreciation for the intertextuality of the ambiguous political rhetoric. We found social media to be an important site for contesting the dominant narrative of ‘vigilante’ identified in the news articles. Drawing from cultural criminology, we further explored the contrast between mediated images, where Viking culture became the symbolic identifier for S.O.O.N., and the collective construction of meaning in the discourse. Finally, we argue that because the group’s identity was forged from, and exists because of, media-related communications, S.O.O.N. could be characterized as a ‘media-based collectivity’ (Couldry and Hepp, 2017).

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“…Cho and Jimerson (2017) reported that school leaders' use of Twitter often lacks the openness required to result in purposeful PD and learning for educators, and they are, perhaps, more interested in gaining Twitter followers than engaging in opportunities for professional growth. Additionally, school district policy regarding social media use might not only limit teachers' use of Twitter for self-directed PD and learning, but it might discourage school leaders from advocating for this approach with those they lead (Rodesiler, 2017). Some school leaders also believe that the public nature of Twitter engagement limits the utility of this platform as a more widespread PD and learning tool (Cho & Snodgrass Rangel, 2016).…”

Section: School Leaders and Twitter For Pdmentioning

confidence: 99%

A Scale to Measure School Leaders’ Use of Twitter for Professional Development and Learning

Fancera

2021

NASSP Bulletin

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The purpose of this research was to develop and test an instrument to measure school leaders’ use of Twitter for professional development (PD) and learning. Findings from an exploratory factor analysis indicate that the resulting nine-item Twitter for PD Scale offers a valid and reliable instrument to measure school leaders’ use of Twitter for PD and learning. Researchers and practitioners can use the Twitter for PD Scale to measure the influence of Twitter-delivered PD on various educational outcomes.

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Local Social Media Policies Governing Teachers’ Professionally Oriented Participation Online: a Content Analysis

Cited by 24 publications

References 18 publications

The influence of policy and context on teachers’ social media use

The influence of policy and context on teachers’ social media use

Vigilante or Viking? Contesting the mediated constructions of Soldiers of Odin Norge

A Scale to Measure School Leaders’ Use of Twitter for Professional Development and Learning

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