Bibliography: Social Media (page 116 of 144)

Dogan, Ugur; Kaya, Sinem (2016). Mediation Effects of Internet Addiction on Shame and Social Networking, Universal Journal of Educational Research. A survey of 488 college students was conducted in Turkey to investigate the relationship between social network usage, shame and Internet addiction. It was hypothesized that a relationship between shame and social network usage was mediated by Internet addiction. First of all, according to simple regression analysis, it was found that shame significantly and positively predicted social network usage. A simple mediation model, which was applied with regression-based mediation analysis, showed that shame did not predict social network usage when Internet addiction was inserted in the model. Therefore, Internet addiction is a mediating variable between shame and social network usage. According to the results of mediation analysis, Internet addiction of college students is an important predictor in terms of social networking site (SNS) usage.   [More]  Descriptors: Student Surveys, College Students, Correlation, Social Media

Crompton, Helen; Rippard, Kelly; Sommerfeldt, Jody (2016). To Post, or Not to Post, That Is the Question: Teachers Candidates' Social Networking Decisions and Professional Development Needs, Journal of Technology and Teacher Education. This rise in the use of social networks presents new ethical, legal, and professional challenges for educators. Pre-service teachers need professional development to be cognizant of the content they are posting to personal social networks. The purpose of this mixed-methods study was to develop professional development guidelines to help pre-service teachers avoid common errors and misconceptions when using online social networks. A survey was completed by 121 pre-service teachers, which required them to decide what is appropriate to post to their own social networks. The findings show that pre-service teachers were unsure what images and text were appropriate to post. Based on the findings, the researchers provide eight professional development guidelines.   [More]  Descriptors: Preservice Teachers, Social Networks, Professional Development, Mixed Methods Research

Trammell, Kate (2016). Marketing for the Teaching Artist, Teaching Artist Journal. As teaching artists enter the field of arts education, they are faced with the challenge of distinguishing themselves in the job search–developing a digital presence is one great way to stand out. After conducting thorough research into their local markets, teaching artists can set long-term career goals while honing online content for a specified audience.   [More]  Descriptors: Art Education, Artists, Career Development, Change Strategies

Hendus, Ulrike (2015). "See Translation": Explicit and Implicit Language Policies on Facebook, Language Policy. The currently tested "See Translation" button can be considered an expression of Facebook's explicit language policy. It offers the users fast and easy translations of others' status updates and can therefore be seen as diminishing language barriers and reducing the need for a lingua franca in polylingual networks, thus enhancing linguistic diversity and freedom of language choice. As Spolsky (2004) stated, however, the effect of an explicit language policy on actual language practices, and the corresponding implicit language policies is not guaranteed. In this article, I investigate the effect of the "See Translation" button as an instance of explicit language policy on Facebook users' practices and beliefs, thus their implicit language policies. The study addresses the effect from two perspectives: the active usage of the button in order to understand others' status updates, as well as the way in which users rely on it in choosing a language for their own status updates. Based on a survey conducted among Facebook users it appears that their translation behavior is strongly dependent on their media ideologies (Gershon, 2010). Furthermore, the study suggests that, despite the effort by Facebook to modify users' language use, language choice for one's own status updates is not determined by the "See Translation" button, but is based on a whole range of criteria and thus remains a socially meaningful choice made by the user, resulting in a discrepancy between explicit and implicit language policies on Facebook.   [More]  Descriptors: Web Sites, Translation, Language Planning, Multilingualism

Joo, Soohyung; Kipp, Margaret E. I. (2015). Exploring the Structure of Library and Information Science Web Space Based on Multivariate Analysis of Social Tags, Information Research: An International Electronic Journal. Introduction: This study examines the structure of Web space in the field of library and information science using multivariate analysis of social tags from the Website, A few studies have examined mathematical modelling of tags, mainly examining tagging in terms of tripartite graphs, pattern tracing and descriptive statistics. This study is one of the few studies to employ multivariate analysis in investigating dimensions of Web spaces based on social tagging data. Method: This study examines the post data collected from a set of library and information science related Websites bookmarked on using a Web crawler. Post data consist of the URL, usernames, tags and comments assigned by users of The collected tag data were analysed based on multivariate methods, such as multidimensional scaling and structural equation modelling. Analysis: Collected data were first analysed using multidimensional scaling to explore initial relationships amongst the selected Websites. Then, confirmatory factor analysis based on structural equation modelling was employed to examine the hierarchical structure of the library and information science Web space. Results: Social tag data exhibit different dimensions in the Web space of the library and information science field. In addition, social tags confirmed the hierarchical structure of the field by showing significantly stronger relationships between the sites with similar characteristics. That is, the structure of the tagging data shows similar connections to those present in the real world. Conclusions: This study suggests a new statistical approach in social tagging and Web space analysis studies. Tag information can be used to explain the hierarchical structure of a certain domain. Methodologically, this study suggests that structural equation modelling can be a compelling method to explore hierarchical structures of nodes on the Web space.   [More]  Descriptors: Web Sites, Library Science, Information Science, Multivariate Analysis

Meenagh, Joni (2015). Flirting, Dating, and Breaking up within New Media Environments, Sex Education: Sexuality, Society and Learning. Although romantic and sexual relationships are an important aspect of young people's lives, research on how young people negotiate their love/sex relationships is lacking. New media environments provide a new context within which young people negotiate their love/sex relationships; however, what is negotiated is often not all that different from what was negotiated before the advent of new media technologies. Using an online discussion board and individual in-person interviews, this paper explores how young Australians, aged 18-25 years, engage with dominant gendered discourses to negotiate their love/sex relationships within the context of new media environments. Previous research suggests that young people make use of new media technologies to flirt with one another, to initiate new relationships, to maintain their relationships, and to fight and end their relationships. This paper focuses on young people's practices of mediated flirting, surveillance, and breaking up. It considers the creative and agentic ways young people use new media technologies in the negotiation of their love/sex relationships.   [More]  Descriptors: Foreign Countries, Young Adults, Dating (Social), Sexuality

Raju, Nevil Johnson; Valsaraj, Blessy Prabha; Noronha, Judith (2015). Online Social Networking: Usage in Adolescents, Journal of Education and Practice. Online social networking (OSN) has played a significant role on the relationship among college students. It is becoming a popular medium for socializing online and tools to facilitate friendship. Young adults and adolescents are the most prolific users of OSN sites. The frequent use of OSN sites results in addiction toward these sites and simultaneously influence students' daily life at large. The purpose of this study was to investigate the extent of usage of OSN sites by students of professional colleges in terms of duration and dependency and to find out the association of selected variables with OSN usage. A questionnaire was used to explore this issue and 350 college students participated in the survey. The findings revealed that most of the students logged in to OSN sites for more than 30 minutes a day and many of the students were dependent on these sites.   [More]  Descriptors: Social Networks, Social Media, Addictive Behavior, Questionnaires

de Bres, Julia; Belling, Luc (2015). Free Your Stuff Luxembourg! Language Policies, Practices and Ideologies in a Multilingual Facebook Group, Language Policy. This article considers the dynamic relationship between language policies, practices and ideologies in a multilingual Facebook group in Luxembourg. The group under focus, "Free Your Stuff Luxembourg", was created to facilitate the cost-free exchange of consumer goods between members located in Luxembourg. The article traces the development of a language policy for a group that facilitates communication between people of diverse nationalities in an officially trilingual country, where French, German and Luxembourgish operate as administrative languages and English plays an increasingly important role. Part one analyses the development of the group's official language policy by group administrators, showing progression from an implicitly English language policy to an explicitly multilingual policy, incorporating a strong place for Luxembourgish. Part two considers how the language practices of group members relate to this official language policy, using a quantitative analysis of the language(s) of group posts across three periods from February 2011 to April 2012. This analysis shows a shift from predominantly English language practices to a balance between English and Luxembourgish, and finally a dominance of Luxembourgish. Part three investigates a further influence on language policy development, the language ideologies of group administrators and members, as expressed in language ideological debates within the group. The results provide several insights in relation to language policies in the new media, addressing the role of new agents of language policy (group administrators) in regulating language use in this context, the processes by which individuals police each other's language use online, and the extent to which language practices in online environments can be managed, if at all, through language policy activity.   [More]  Descriptors: Foreign Countries, Language Planning, Multilingualism, Web Sites

Phyak, Prem (2015). (En)Countering Language Ideologies: Language Policing in the Ideospace of Facebook, Language Policy. This paper takes language policing as an ideospace, a space where multiple language ideologies are constructed and contested. Drawing on critical language policy and linguistic anthropology, it unravels how participants in a Nepalese Facebook group construct and reproduce language ideologies that both challenge and impose homogeneity and uniformity. The study shows that Facebook language policing does not always embrace superdiverse conditions such as linguistic heterogeneity and fluidity, but reproduces language ideologies that consistently impose homogeneity. The analysis further shows that monolingual ideologies are reproduced through the iconization of Nepali as the national language and English as the language of technology and the global linguistic marketplace. Such iconization further erases the discourses that support the revitalization and use of minority languages in Facebook and other spaces. The study implies that the ideological contestation in Facebook language policing reflects public debate about politics, ethnicity, and nationalism in the offline context of Nepal.   [More]  Descriptors: Web Sites, Language Planning, Multilingualism, Language Usage

Nicolazzo, Z.; Pitcher, Erich N.; Renn, Kristen A.; Woodford, Michael (2017). An Exploration of Trans* Kinship as a Strategy for Student Success, International Journal of Qualitative Studies in Education (QSE). Although the notion of queer kinship has been well discussed within literature on queer individuals, it has not been used as a lens to make sense of how trans* college students successfully navigate rigidly gender dichotomous collegiate environments. Using interview data from the National Study of LGBTQ Student Success, this study explores the narratives of 18 trans* students concerning their experiences of success in college and the role of queer kinship in supporting their success. Analysis documented three domains of kinship (i.e. material, virtual, and affective), which promoted students' success.   [More]  Descriptors: Homosexuality, Sexual Identity, Sexual Orientation, Student Experience

Meseguer-Martinez, Angel; Ros-Galvez, Alejandro; Rosa-Garcia, Alfonso (2017). Satisfaction with Online Teaching Videos: A Quantitative Approach, Innovations in Education and Teaching International. We analyse the factors that determine the number of clicks on the "Like" button in online teaching videos, with a sample of teaching videos in the area of Microeconomics across Spanish-speaking countries. The results show that users prefer short online teaching videos. Moreover, some features of the videos have a significant impact on the number of "likes". We find that videos recorded by female teachers, and presented by entities other than universities are more likely to receive "Likes". Also, viewers prefer videos showing the teachers, along with slides and/or graphics tablets to those showing a recorded class.   [More]  Descriptors: Foreign Countries, Online Courses, Educational Technology, Technology Uses in Education

Bowling, Jessamyn; Dodge, Brian; Bartelt, Elizabeth (2017). Sexuality-Related Communication within the Family Context: Experiences of Bisexual Parents with Their Children in the United States of America, Sex Education: Sexuality, Society and Learning. Although many self-identified bisexual individuals report having at least one child, bisexual parents' unique experiences, including sexuality-related communication with their children, have been largely absent from the parenting literature. We conducted in-depth interviews via telephone (or digital telephony such as voice over Internet protocol) with 33 individuals who self-identified as bisexual were at least 18¬¬†years old, had at least one child (genetic, adopted, step, foster, guardian or partner's child) and currently living in the USA. Nearly all participants encouraged their children to be tolerant of sexual and gender diversity. Sexual behaviours were primarily discussed in terms of protection from sexually transmitted infections and unintended pregnancy. Participants' approaches to communication included non-verbal methods (e.g. role modelling) and pragmatic verbal discussion. Participants employed numerous strategies, including age-appropriate, child-driven and opportunistic discussions. Some parents did not discuss sexuality at all with their children. Many had not received training in childhood development or sexuality education. The participants' experiences were often similar to previous research on parents of other sexual identities. However, due to the unique stigma associated with bisexuality, findings point to a need for developing and providing targeted resources for bisexual parents to assist in discussions about sexuality within the family context.   [More]  Descriptors: Sexuality, Parents, Parent Child Relationship, Interviews

Delen, Ibrahim (2017). Teaching Argumentation by Using Facebook Groups, International Journal of Instruction. Today argumentation is widely emphasized in the policy documents in Europe, and the US. Once we look at the literature in the last two decades, many studies noted students' challenges in this process. On the other side of the coin, we see in-service teachers with problems to support this process. Unfortunately, very few studies focused on this issue by studying pre-service teachers. By using Facebook groups as a discussion tool, this study focuses on supporting pre-service teachers when engaging in argumentation. Before starting the course none of pre-service teachers (N = 58) could design an activity that includes justifying the evidence (reasoning). During the course, 12 groups made presentations and other groups critiqued these presentations. Once the instructor publicly started making comments in the Facebook page to discuss which groups are performing better, the level of critique in student responses started including more details about argumentation. This positive change supported almost all students in designing activities that focus on using evidence and connecting to reasoning at the end of the course.   [More]  Descriptors: Persuasive Discourse, Social Media, Computer Mediated Communication, Preservice Teachers

Moulin, Kerry L.; Chung, Chia-Jung (2017). Technology Trumping Sleep: Impact of Electronic Media and Sleep in Late Adolescent Students, Journal of Education and Learning. The purpose of this research study was to explore with what impact evening media use interfered with either schoolwork and/or sufficient healthy sleep. In addition, the study examined with what impact there may be a compromise in students' ability or aptitude for positive academic success, related to either lack of sleep or electronic media use. The participants were 89 high school and college students, ages 16 through 25, with median age of 18. Research was conducted using a secured online survey tool. Electronic habits, internet and social networking usage, sleep and rise times, daily sleepiness and perceptions were examined. College students were randomly sampled and participated in an in-depth, one-time survey. High school students participated in a week-long nightly electronic sleep & evening media use survey and journal. Data was obtained from anonymous and coded student responses and student and teacher surveys. The results of the study suggested that healthful adolescent sleep is indeed greatly compromised, during a time when the reverse is vitally important. Of students randomly sampled, all but one student owned a cell phone. In the total study group, a majority were smart phone owner-users (84%). Many high school participants slept with a cell phone or tablet in their bed (72%), and among college participants who regularly slept with cell phone, tablet, or laptop, this rose to 86%. Over half of these students continued to access and use their devices in bed for significant amounts of time prior to sleeping. Many of these even awakened after falling asleep to access or respond to electronic messaging. The research indicated that unhealthy sleep habits may be creating a generation of sleep-deprived individuals who may not be functioning at top capacity. Findings regarding a correlation between lack of sleep and quantified academic success are inconclusive, however, student perceptions indicate that they believe there is a relationship. Findings also suggest that all instructors of late adolescent students aged 16-25 may count on the fact of their student clientele owning and using mobile devices to access internet for social purposes. Students allow their social digital world to impede and compete with their academic time and biological sleep cycle. Instructors would be wise to appropriately channel the digital skills of this new generation of no longer-wired, but now "wi-fied" students. Therefore it is strongly suggested that teachers, parents, and medical personnel adopt and provide healthy guidelines for parents to use with pre-teens and teens, to facilitate and develop in the next generation of students some structure and means of protecting their health in the realms of electronics and sleep.   [More]  Descriptors: Sleep, Late Adolescents, College Students, High School Students

Cross, Deirdre (2017). Talking about Social Justice in a National Museum, Journal of Museum Education. Museums can provide spaces for both the personal and the political and the past and the present to unite. This case study examines how the National Museum of African American History and Culture has worked to embrace current and historic social justice issues in public programming. The result has strengthened audiences beyond imagining and allowed the museum to demonstrate its relevancy in the community.   [More]  Descriptors: Museums, Social Justice, African American History, Teaching Methods

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