“…Worldwide, there are more than one billion active users of Facebook (Facebook, 2017) and YouTube (YouTube, 2017), and over 300 million active monthly users of Twitter (Twitter, 2017). These figures include high levels of SoMe activity among undergraduate students for educational as well as social purposes (Ali, 2016;Guraya, 2016;Knight-McCord et al, 2016;Roblyer, McDaniel, Webb, Herman, & Witty, 2010;Tess, 2013) and such usage parallels the availability of remote SoMe access achieved through uptake in smart devices (Buchholz, Perry, Weiss, & Cooley, 2016;Evrim, 2014;Gökçearslan, Mumcu, Haşlaman, & Çevik, 2016;Ozdalga, Ozdalga, & Ahuja, 2012;Ponce, Méndez, & Peñalvo, 2014). In the early to mid2000s, SoMe and Web 2.0 arose as new, exciting and innovative technologies (Boyd & Ellison, 2007) that instructors began to incorporate into educational activities (Booth & Hultén, 2003;Mazer, Murphy, & Simonds, 2007) and the increasing interest in SoMe during this period is reflected in the volume of educational literature on this topic (Asiri & Househ, 2016;Aydin, 2012;Kakushi & Evora, 2016;Lafferty & Manca, 2015;McAndrew & Johnston, 2012;Pander, Pinilla, Dimitriadis, & Fischer, 2014;& Cochran, 2012), blurring of the staff-student boundary (Mazer et al, 2007); unprofessional usage (Kitsis et al, 2016); and impacts on lecturer credibility (Hutchens & Hayes, 2014).…”