Classroom uses of social network sites: Traditional practices or new literacies?

Maryam Moayeri
Published Online: May 31, 2010
Abstract | References | Full Text: HTML, PDF (300 KB)

Abstract

The purpose of this study was to examine the practices of two teachers who had chosen to use the social network site (SNS) Ning to create online classrooms as supplements to their physical classrooms in order to bridge the self and school-selected literacies of adolescents. The study further aimed to identify whether the ways in which the teachers were using the SNS constituted a new literacy practice and if so in what ways. It supports and adds to the new literacies theory in four ways: 1. by revisiting the notion of what constitutes literacy, 2. by identifying attributes that do and do not constitute new literacies, 3. by supporting the view that new technologies do not automatically correspond to new literacies, and 4. by showing that new technologies may end up devaluing other modes of learning.

Keywords: New literacies, social network sites, web 2.0, social software, literacy, blogging

Biographical Statement

Maryam Moayeri is a teacher and doctoral candidate at the University of British Columbia. Her research projects include exploring how teachers are incorporating internet practices into the curriculum and how youth are using the internet to learn. Her recent publications include “PhD in Pajamas: Kicking Back and Letting the Information Come to Me” to appear in Journal of Media Practice and “Collecting Online Data with Usability Testing Software”to appear in Prism.

Email: mmoayeri@shaw.ca


User Comments
Author: LegoLab » Digital Culture & Education: Beyond ‘new’ literacies
1 June 2010 09:06:18 PM

[…] Classroom uses of social network sites: Traditional practices or new literacies? Maryam Moayeri Abstract | References | Full Text: HTML, PDF (300 KB) Talking past each other: Academic and media […]

Author: Buitengaats » Blog Archive » Classroom uses of social network sites: Traditional practices or new literacies?
12 June 2010 06:06:02 AM

[…] Moayeri Published Online: May 31, 2010 Abstract | References | Full Text: HTML, PDF (300 […]



Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.

DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at www.digitalcultureandeducation.com

 

Follow us on Twitter at @DigitalCultureE


The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

Digital Culture & Education (DCE) does not have article submission charges. Read more


Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at editor@digitalcultureandeducation.com

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

Read more


Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com