Bibliography: Social Media (page 119 of 144)

Fontichiaro, Kirstin; Oehrli, Jo Angela (2016). Why Data Literacy Matters, Knowledge Quest. As many states move forward with adoption or adaptation of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, Common Core State Standards, and/or Next Generation Science Standards, students are expected to be fluent with data: to collect and analyze it, create figures and tables, integrate quantitative information, and move fluidly between text and visually represented numerical information. Tackling self-study in data and statistical literacy can be a challenge. In a new Institute of Museum and Library Services (IMLS) funded project to develop data literacy as a subset of information literacy skills, the authors have concentrated on how students read, comprehend, evaluate, and synthesize data and not on how they create and organize data via lab experiments. In doing so, they have identified the following six significant themes for school librarians to consider, which are described in this article: (1) Statistical Literacy; (2) Data Visualization; (3) Data in Argument; (4) Big Data and Citizen Science; (5) Personal Data Management; and (6) Ethical Data Use.   [More]  Descriptors: Information Literacy, Data Collection, Data Analysis, Skill Development

Schulte, Marthann (2016). Toot Your Own Horn! Share Your Successes through Publication, Conferences, Awards, and Professional Development, Journal of Continuing Higher Education. Working at a distance brings several benefits, often offset by several detriments. One aspect of working at a distance is the difficulty in sharing successes and promoting accolades. These successes may be personal, team, program, or institutional. But, as a distance worker it can seem daunting or even futile when attempting to "toot your own horn." This article aims to serve as inspiration and encouragement so that distance workers may share their successes through publications, conferences, awards, and professional development. Everyone creates excellent continuing education products for their jobs. These products frequently evolve through one's daily efforts, regular workload, and job expectations. Normally, such projects are undertaken for a specific institutional purpose, and once completed are not advanced or shared within the institution or the profession. This is unfortunate because hours/days/months of hard work are then relegated to institutional archives never to be used again in practical, applicable ways. Instead of dooming such projects to the status of historical footnote, it is better to continue to share this information with others. Dissemination of high-value work for those outside one's immediate team not only allows one to demonstrate their abilities, it can inspire others to use, duplicate, or continue that work. At times, a higher level or larger audience can highlight new avenues and benefits to the original work, further benefiting the original author. This article offers ideas to help the reader share his/her worthy products with a wider audience and receive greater recognition and exposure for his/her excellence.   [More]  Descriptors: Success, Awards, Conferences (Gatherings), Professional Development

Powers, Elia; Moeller, Susan; Yuan, Yacong (2016). Political Engagement during a Presidential Election Year: A Case Study of Media Literacy Students, Journal of Media Literacy Education. This exploratory, mixed-methods study uses data gathered during the previous U.S. presidential election in 2012 to evaluate student political engagement and digital culture. Survey results and media diary entries revealed that college students enrolled in a media literacy course during Super Tuesday or Election Day gravitated toward low-barrier political actions and expressive modes of citizenship, and they were most engaged when there was a social component to following election news. These results, coupled with recent data on political engagement and media consumption, present an opportunity to consider the role of digital platforms and online communities in the 2016 election.   [More]  Descriptors: Citizen Participation, Political Attitudes, Media Literacy, Elections

Troussas, Christos; Espinosa, Kurt Junshean; Virvou, Maria (2016). Affect Recognition through Facebook for Effective Group Profiling towards Personalized Instruction, Informatics in Education. Social networks are progressively being considered as an intense thought for learning. Particularly in the research area of Intelligent Tutoring Systems, they can create intuitive, versatile and customized e-learning systems which can advance the learning process by revealing the capacities and shortcomings of every learner and by customizing the correspondence by group profiling. In this paper, the primary idea is the affect recognition as an estimation of the group profiling process, given that the fact of knowing how individuals feel about specific points can be viewed as imperative for the improvement of the tutoring process. As a testbed for our research, we have built up a prototype system for recognizing the emotions of Facebook users. Users' emotions can be neutral, positive or negative. A feeling is frequently presented in unpretentious or complex ways in a status. On top of that, data assembled from Facebook regularly contain a considerable measure of noise. Indeed, the task of automatic affect recognition in online texts turns out to be more troublesome. Thus, a probabilistic approach of Rocchio classifier is utilized so that the learning process is assisted. Conclusively, the conducted experiments confirmed the usefulness of the described approach.   [More]  Descriptors: Social Media, Educational Technology, Technology Uses in Education, Computer Software

Hoffman, Brooke Y. (2016). Online Responses to a Multilingual Super Bowl Ad: Is "America the Beautiful" by Any Other Language Still America, the Beautiful?, International Journal of Multilingualism. On 2 February 2014, an advertisement entitled "It's Beautiful" debuted during Super Bowl XLVIII, which was watched by 111.5 million people in the USA. The Coca-Cola advertisement portrayed people of various ethnicities and was accompanied by "America the Beautiful" sung in nine languages. Using critical discourse analysis, I analyse online sources referencing the advertisement, including tweets and articles, blogs, memes, and videos, in order to (a) understand the argumentation strategies used to express opposition to and support of multilingual expressions of patriotism in the public sphere at this particular time in US society, and (b) assess whether the advertisement and the support it received indicate the blurring of a language boundary in the USA. The results indicate that those for and against the advertisement used personal insults to attack each other, and both "sides" based their arguments on similar "topoi," or common-sense rationales for an argument, including law, diversity, culture, reality, foundation or history, and unity. Supporters of the advertisement also employed the "topoi" of hypocrisy, inconsistency or futility, and triviality. Finding evidence that the language boundary in the USA is blurring in the media, I discuss Twitter's potential for digital activism in support of multilingualism.   [More]  Descriptors: Multilingualism, Athletics, Advertising, Television

Tomás-Miquel, José-Vicente; Expósito-Langa, Manuel; Nicolau-Juliá, Débora (2016). The Influence of Relationship Networks on Academic Performance in Higher Education: A Comparative Study between Students of a Creative and a Non-Creative Discipline, Higher Education: The International Journal of Higher Education Research. In recent years, the literature has highlighted the importance of relational aspects on student attainment in higher education. Much of this previous work agrees with the idea that students' connectedness has beneficial effects on their performance. However, this literature has generally overlooked the influence that the discipline of study may have on this relationship, especially when creative contexts are addressed. In this sense and with the aim of looking deeper into this topic, this paper attempts to analyze by means of social network analysis techniques the relationship between social ties and academic performance in two bachelor's degrees with divergent contents and competence profiles in terms of creativity. Our findings suggest that in non-creative disciplines, the closeness of the students to the core of relationships of their network may help them to perform better academically. However, in creative contexts, the relationship between social ties and academic performance shows the form of an inverted U-shaped curve. These findings may have relevant implications for both educational research and university policies and strategies.   [More]  Descriptors: Academic Achievement, Higher Education, Comparative Analysis, Creativity

Kyriacou, Chris; Zuin, AntÃ¥nio (2016). Cyberbullying and Moral Disengagement: An Analysis Based on a Social Pedagogy of Pastoral Care in Schools, Pastoral Care in Education. The practice of cyberbullying in its various forms carried out by pupils has increased substantially. Many pupils, on a daily basis, are now using electronic devices such as mobile phones, smart phones and tablets, to transmit distressing messages and images to their peers. These often include the use of publicly accessible social networking sites, such as Facebook, Instagram and YouTube. Given this increase, cyberbullying in schools has been widely investigated by researchers in many countries. A common feature of cyberbullying is the moral disengagement of those who practise it, based on the desensitization of prosocial values and emotional empathy towards another person. A consensus has emerged regarding the importance of establishing anti-cyberbullying policies and practices, and the need to address cyberbullying within the school's pastoral care system and its personal and social education programme. However, few researchers have justified anti-cyberbullying practices within the framework of a particular educational theory. This paper examines how the theoretical and methodological assumptions underpinning a social pedagogy of pastoral care in schools can enable the education community to better understand and avert the moral disengagement which commonly underpins cyberbullying.   [More]  Descriptors: Bullying, Peer Relationship, Computer Mediated Communication, Social Media

McWilliam, Erica (2016). Shifting Centres: Pedagogical Relations in the Era of Big Data, International Journal of Leadership in Education. This paper presents a cautious argument for re-thinking both the nature and the centrality of the one-to-one teacher/student relationship in contemporary pedagogy. A case is made that learning in and for our times requires us to broaden our understanding of pedagogical relations beyond the singularity of the teacher/student binary and to promote the connected teacher as better placed to lead learning for these times. The argument proceeds in three parts: first, a characterization of our times as defined increasingly by the digital knowledge explosion of Big Data; second, a re-thinking of the nature of pedagogical relationships in the context of Big Data; and third, an account of the ways in which leaders can support their teachers to become more effective in leading learning by being more closely connected to their professional colleagues.   [More]  Descriptors: Teacher Student Relationship, Teacher Role, Educational Methods, Internet

Alario-Hoyos, C.; Muñoz-Merino, P. J.; Pérez-Sanagustín, M.; Delgado Kloos, C.; Parada Gelvez, H. A. (2016). Who Are the Top Contributors in a MOOC? Relating Participants' Performance and Contributions, Journal of Computer Assisted Learning. The role of social tools in massive open online courses (MOOCs) is essential as they connect participants. Of all the participants in an MOOC, top contributors are the ones who more actively contribute via social tools. This article analyses and reports empirical data from five different social tools pertaining to an actual MOOC to characterize top contributors and provide some insights aimed at facilitating their early detection. The results of this analysis show that top contributors have better final scores than the rest. In addition, there is a moderate positive correlation between participants' overall performance (measured in terms of final scores) and the number of posts submitted to the five social tools. This article also studies the effect of participants' gender and scores as factors that can be used for the early detection of top contributors. The analysis shows that gender is not a good predictor and that taking the scores of the first assessment activities of each type (test and peer assessment in the case study) results in a prediction that is not substantially improved by adding subsequent activities. Finally, better predictions based on scores are obtained for aggregate contributions in the five social tools than for individual contributions in each social tool.   [More]  Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education

Umoh, Ukeme Ekpedeme; Etuk, Etuk Nssien (2016). Students' Involvement in Social Networking and Attitudes towards Its Integration into Teaching, International Education Studies. The study examined Students' Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was Students' Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach's Alpha Statistical method was used to determine the reliability coefficient of 0.70 for the instrument. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students' involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.   [More]  Descriptors: Social Media, Student Attitudes, Technology Integration, Educational Technology

Rutten, Mariôlle; Ros, Anje; Kuijpers, Marinka; Kreijns, Karel (2016). Usefulness of Social Network Sites for Adolescents' Development of Online Career Skills, Educational Technology & Society. Schools have an important role in teaching students how to use Social Network Site (SNS) for career purposes. This involves the opportunity for students to practice online career skills. Different types of digital environments are available for schools. There are SNS designed to enable users to interact and network. In addition there are digital environments–like Virtual Learning Environments (VLE's)–designed to support learning processes but with possibilities to network and interact as well. Little is known about how characteristics of these environments may support the development of online career skills. In this study the suitability of four digital environments–two SNS and two VLE's–to practice online career skills was investigated. The concept of affordances was used to relate the characteristics of the digital environments to how they may stimulate the practice of online career skills. Based on this concept a framework was developed to analyse the characteristics of each environment. In addition, these results were compared with the actual use of the SNS by students. The results show that, although the two SNS appear to offer a stronger environment for practicing online career skills, students do not show more online career behaviour in these environments. Implications are discussed.   [More]  Descriptors: Foreign Countries, Adolescents, Electronic Learning, Job Skills

Jong, Stephanie T.; Drummond, Murray J. N. (2016). Hurry Up and "Like" Me: Immediate Feedback on Social Networking Sites and the Impact on Adolescent Girls, Asia-Pacific Journal of Health, Sport and Physical Education. At an age identified as the period with the most intense focus on appearance, and where young girls are establishing their identity, it appears that social networking site (SNS) interactions are playing a pivotal role in determining what is, and what is not, socially endorsed. This paper draws on data obtained during five separate focus group interviews with a total of 28 middle school aged girls from three South Australian schools. Results indicated that feedback from other SNS users was central in the construction of identity and had an impact on self-esteem. It was found that immediate feedback was highly desired in response to images and comments posted on SNSs. It was also found that the immediacy of the feedback directly influenced the emotional state of the study participants. Understanding the impact of SNS communication, specifically pertaining to feedback, can be directly linked to the Australian Curriculum Health and Physical Education key ideas. Furthermore it is relevant to educative practices where schools are sites for technological advancements and positive reinforcement of identity and appearance.   [More]  Descriptors: Adolescents, Females, Feedback (Response), Social Media

Njoku, Nkechi C. (2016). Impact of Nigerian Home Video/Movie Industry on the Moral Behaviours of Secondary School Students in Ebonyi State of Nigeria, Journal of Education and Practice. Impact of home video/movie industry on the moral behaviour of secondary school students is a search for the impact of home video in moral upbringing of school children. The study adopted a survey design approach of investigation: The area of study is Ebonyi State and the population comprised all the 322 CRS teachers in the state. 200 teachers were selected out of 322 teachers in the government owned secondary schools using purposive sampling technique. Structured questionnaire was used to collect data from the respondents and mean used to analyze data obtained. The result revealed that Nigerian video/movie has negative impact on the moral behaviour of school children in Ebonyi State and the impact could be ameliorating through effective teachings of Christian moral education among others. Based on the findings, recommendations wee made on how to direct the usage of home video so that it will influence students' life positively. This forms the major contribution of the study.   [More]  Descriptors: Foreign Countries, Secondary School Students, Film Production, Social Media

Rogers, Theresa (2016). Youth Arts, Media, and Critical Literacies as Forms of Public Engagement in the Local/Global Interface, Literacy Research: Theory, Method, and Practice. This article provides a reanalysis of a multisited case study of youth arts, media, and critical literacy to theorize the role of networked and physical "publics" within which youth engage with issues they care about, making claims about their lived experiences. An understanding of the nature and role of publics is crucial to productive formulations of literacy research and pedagogies in schools, communities, and nations. The theorizations offered here, related to ethical and aesthetic public engagement, spatiality, and mobilities, focus on those moments when youth come together in community and educational sites to create counternarratives in relation to their lives and futures. Three examples of situated counternarratives are analyzed to illustrate how youth exhibit powerful engagements with discursive resources across spatial and material locations and with various publics, producing critical social and political analyses in the local/global interface that often go unrecognized or unrealized in educational contexts.   [More]  Descriptors: Case Studies, Youth Programs, Art Education, Social Media

Chapin, John (2016). Adolescents and Cyber Bullying: The Precaution Adoption Process Model, Education and Information Technologies. A survey of adolescents (N = 1,488) documented Facebook use and experience with cyber bullying. The study found that 84% of adolescents (middle school through college undergraduates) use Facebook, and that most users log on daily. While 30% of the sample reported being cyber bullied, only 12.5% quit using the site, and only 18% told a parent or school official about the abuse. Up to 75% of middle school Facebook users have experienced cyber bullying. The current study was the first to apply the Precaution Adoption Process Model (PAPM) to cyber bullying or to test the model with children and adolescents. Results suggest that most adolescents are aware of cyber bullying and acknowledge it as a problem in their school. About half of the adolescents did not progress beyond Stage 2 of the PAPM (aware of the problem, but have not really thought about it). Adolescents also exhibited optimistic bias, believing they were less likely than peers to become cyber bullied. Implications for prevention education are discussed.   [More]  Descriptors: Models, Social Media, Computer Mediated Communication, Bullying

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