Effective innovation or dumbed-down distraction: qualitative content analysis of 10 years of social media and writing research
by Valerie K. Jones; Katherine Robbins
International Journal of Innovation in Education (IJIIE), Vol. 3, No. 2/3, 2016

Abstract: The ubiquity of social media has stirred debate about how it should be addressed in the classroom. Questions about social media's benefits, affordances, and relevance to education abound, particularly in the area of what it means for teaching, learning, and defining writing. This qualitative content analysis reviews 10 years of studies about using social media in writing education, identifying themes and metanarratives around how and why social networking technologies are used in writing education, and what they achieve. Social media types, curriculum theory, technology paradigm, reasons for use, and outcomes are all explored. This research highlights the breadth and versatility of social media and its applicability in a wide range of contexts.

Online publication date: Thu, 12-Jan-2017

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