Participatory action research in the age of social media: literacies, affinity spaces and learning

Machin-Mastromatteo, Juan D.

doi:10.1108/03074801211282939

Cited by 41 publications

(27 citation statements)

References 20 publications

(18 reference statements)

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“…Finally, natural disasters or extreme weather events are often linked in some way to climate change in news media (Boykoff, 2008;Lester, 2010). Climate change is therefore largely seen in the USA, UK, and Australian media as an environmental or political issue.…”

Section: Framing Climate Changementioning

confidence: 98%

Climate Refugees or Migrants? Contesting Media Frames on Climate Justice in the Pacific

Dreher¹,

Voyer²

2014

Environmental Communication

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Section: Framing Climate Changementioning

confidence: 98%

Climate Refugees or Migrants? Contesting Media Frames on Climate Justice in the Pacific

Dreher¹,

Voyer²

2014

Environmental Communication

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“…PM have been used in L research, often driven by critical theory, for developing IL programs or activities in higher education (Webber & Johnson, 2000;Moore, 2000;Vezzosi, 2006;Machin-Mastromatteo, 2012), within schools (Mortimer, 2000), as a framework for evaluating IL instruction (Hearn, Tacchi, Foth & Lennie, 2009), among others. Moreover, in this age of social, new and participatory media, participatory approaches are logical choices when dealing with the integration or mediation of these technologies for their appropriation (McIntosh, 2010).…”

Section: Pm and L: A Perfect But Not Explicit Fit?mentioning

confidence: 99%

The use of participatory methodologies for conducting literacy activities

Machin-Mastromatteo

2017

ILS

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Purpose: To construct the basis for a research agenda that integrates participatory methodologies (PM) into literacies (L) research and practice as a valuable methodological basis. Design/methodology/approach: The pros and cons of using PM on L research and practice are explained, as well as its possibilities, characteristics and the contributions of a research agenda under such integration (PM-L agenda). This analysis draws from the pertinent literature, Scopus publication data, our own practice as IL researchers, and a questionnaire used to gather further insights from the research community in this matter. Findings: A further understanding of the contributions that a PM-L research agenda can bring to the Library and Information Science field is achieved. The pros, cons, hesitations and eagerness that researchers might have toward the idea of using such integration are valuable to determine if this really is a perfect but not explicit fit. Research limitations/implications: Although the questionnaire was promoted in a large international conference during a four-year period (2013-2017), it was answered by 34 participants; but only 16 of them had previous experiences with the PM-L integration, and only an average of 8 participants provided significant answers to our open-ended questions; so, the amount of data available to analyze was limited. Certainly, using Scopus data provides a large but incomplete picture of the specialized literature that is peer-reviewed and indexed, because it excludes publications not indexed that may be pertinent. Originality/value: The PM-L integration is deemed as highly adequate, as PM seek to improve participants' conditions, situations and realities through reflection and engagement; while L-related activities and research (including information, digital, media literacy, or new literacies) are conducted to improve people's use and understanding of the media for which they are developing literacy. This contributes to their betterment as critical-thinkers, persons, citizens and learners. However, many researchers and especially practitioners do not formally use PM to conduct L activities, at least in many cases this is not made explicitly. In the case of practitioners, some have conducted such activities empirically, without an appropriate methodological foundation. Hence, to establish PM as the methodologies of choice may help researchers and practitioners to have a stronger methodological basis to conduct their work.

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“…Hence, DORIS' five stages were: articles [19] and in the doctoral dissertation [20]. The participants of this second round were 11 bachelor's students enrolled in different programs but who were together in an IL course where this round of data collection was inserted as an alternative module.…”

Section: Data Collectionmentioning

confidence: 99%

Learning with Social Media: An Information Literacy Driven and Technologically Mediated Experience

Machin-Mastromatteo

2015

Communications in Computer and Information Science

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This paper summarizes the theories, methods, and results of a doctoral research that integrated social media (SM) in a learning experience for students and explored the roles that information literacy, digital literacy, and new literacies played in such a learning experience. Participatory action research was the methodological approach used for two rounds of data collection, resulting in the development of the research framework 'Doing Online Relearning through Information Skills' (DORIS). The data collection methods used included students' reports, diagnostic, and final questionnaires; and semistructured interviews. Data analysis relied on content analysis, open coding, and constant comparative analysis. This paper provides a summary of the discussion leading to the answers to the research questions, including topics such as issues and challenges of using SM for learning; participants learning experiences in such a technologically mediated environment, their engagement and the mutual shaping of SM, learning experiences, and literacies.Keywords: Social media, higher education, teaching, learning, participatory action research, information literacy 1 Introduction This paper is framed within a doctoral research that integrated social media (SM) in a learning experience for students and explored the roles that information literacy (IL), digital literacy (DL), and new literacies (NL) play in such a learning experience. This research assumed a mutual shaping perspective regarding its three main elements (learning, literacies and SM), thus opposing the perspective of technological determinism [1][2]. This stance allows gaining a better understanding about the role of technology in students' learning experiences and also for exploring how these experiences may affect the way technology is implemented into learning contexts.The main learning theories supporting this research are: constructivist [3] and problem based learning [4]; the three dimensions of learning (cognitive, social, and emotional) [5]; and the theory of affinity spaces [6]. The methodological approach used was participatory action research (PAR) [7][8][9], which is cyclical in nature [9]. Thus, two rounds of data collection were completed for this study, a first empirical study was conducted and as the methodology was revised, improved and enhanced, it resulted in the development of the research and methodological framework, 'Doing Online Relearning through Information Skills' (DORIS). 329This paper is structured in four main sections; section 2 summarizes the main concepts and theories of this research. Section 3 details the methodology used for both rounds of data collection, as well as the methods for the analysis of the data collected. Section 4 provides a summary of the answers to the research questions and discusses the contributions of this research. Main Concepts and TheoriesThe central concepts used in this study were IL [10][11], DL [12][13], and NL [14][15]. These concepts were used to make a distinction of different skills involved i...

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Participatory action research in the age of social media: literacies, affinity spaces and learning

Cited by 41 publications

References 20 publications

Climate Refugees or Migrants? Contesting Media Frames on Climate Justice in the Pacific

Climate Refugees or Migrants? Contesting Media Frames on Climate Justice in the Pacific

The use of participatory methodologies for conducting literacy activities

Learning with Social Media: An Information Literacy Driven and Technologically Mediated Experience

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