Readers' engagement through digital social reading on Twitter: the TwLetteratura case study

Abstract

PurposeThe purpose of this article is to explore how participants with different motivations (educational or leisure), familiarity with the medium (newbies and active Twitter users), and participating instructions respond to a highly structured digital social reading (DSR) activity in terms of intensity of engagement and social interaction.Design/methodology/approachA case study involving students and teachers of 211 Italian high school classes and 242 other Twitter users, who generated a total of 18,962 tweets commenting on a literary text, was conducted. The authors performed both a quantitative analysis focusing on the number of tweets/retweets generated by participants and a network analysis exploiting the study of interactions between them. The authors also classified the tweets with respect to their originality, by using both automated text reuse detection approaches and manual categorization, to identify quotations, paraphrases and other forms of reader response.FindingsThe decoupling (both in space and time) of text read (in class) and comments (on Twitter) likely led users to mainly share text excerpts rather than original personal reactions to the story. There was almost no interaction outside the classroom, neither with other students nor with generic Twitter users, characterizing this project as a shared experience of “audiencing” a media event. The intensity of social interactions is more related to the breadth of the audience reached by the user-generated content and to a strong retweeting activity. In general, better familiarity with digital (social) media is related to an increase in the level of social interaction.Originality/valueThe authors analyzed one of the largest educational social reading projects ever realized, contributing to the still scarce empirical research about DSR. The authors employed state-of-the-art automated text reuse detection to classify reader response.

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“…Wu et al, 2017) (Craig et al, 2020;Lee, 2011), 5) contact with the artwork itself (Habelsberger & Bhansing, 2021), 6) contact with the performer itself (Y. Wu et al, 2017), 7) participation comfort (Guidry, 2014), 8) shaping-the-aestheticalexperience possibilities (Jackson, 2017;Park & Lim, 2015), 9) own motivation to participate (Hobbs & Tuzel, 2017;Pianzola et al, 2021), 10) participation easiness (Dunne-Howrie, 2020;Fancourt et al, 2020).…”

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“…Wu et al, 2017), 4) catharsis-experiencing possibility (Craig et al, 2020;Lee, 2011), 5) contact with the artwork itself (Habelsberger & Bhansing, 2021), 6) contact with the performer itself (Y. Wu et al, 2017), 7) participation comfort (Guidry, 2014), 8) shaping-the-aesthetical-experience possibilities (Jackson, 2017;Park & Lim, 2015), 9) own motivation to participate (Hobbs & Tuzel, 2017;Pianzola et al, 2021), 10) participation easiness (Dunne-Howrie, 2020;Fancourt et al, 2020).…”

Impact of COVID-19 on reading behaviors and preferences: investigating high school students and parents with the 5E instructional model

“…Changes in the environment cause changes in habits (Ding et al ., 2021; Yu et al ., 2022a; Wang et al ., 2022b; Chiu and Ho, 2022a, b; Banshal et al ., 2022; Pianzola et al ., 2022). During widespread COVID-19 lockdowns, the reading environment has suffered tremendous changes, and the reading habits of young people have also undergone obvious changes (Sung and Chiu, 2022; Huang et al ., 2021, 2022, 2023).…”