Wk 8: Oct 14-20 Online

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Email 10.14.19
CEP 956: Welcome to Week 8 (Oct 14-20) Online – Part I Email

Hi Matt, Hi Matthew, 

I hope you had a great weekend. (Good luck with Comps, Matthew)! This is my first part of a two-part email today. 

NEW! Find scores and feedback on Week 6 Posts in D2L. 

NEW!  Find my feedback on your outlines posted in D2L.

REMINDER! Schedule for First Draft of Article for Publication changed to October 28. See Schedule overview on the course website.

NOTE: I’m changing the # of guided reading questions that you need to post to from two to only ONE question for this online week to lighten the load a bit during EPET’s Comps exam. 

I had hoped to get the new schedule page for Week 8 online, the forum question, the updated readings, and the rest of my work for our course done over the weekend, but “the schemes of mice and men often go awry,” and I didn’t get that finished. 

Actually, the schedule page is up (http://greenhow.educ.msu.edu/cep956fs19/w8/) so you can check-in with your Base Group but the readings are draft only right now. I’ll get everything else done and updated by midnight tonight. 

Thus, my Part II email will be coming to you sometime tonight. I’m sorry for the delay. I just didn’t want you to think I forgot. 

Happy Monday, and I look forward to seeing you (via Zoom) at the EPET Info Session today if you are planning to attend!

Chris

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CEP 956: Welcome to Week 8 (Oct 14-20) Online – Part II Email

Welcome to Week 8 online in Part II: Research on Learning (with/on/through) Social Media – Cognitive, Social, Emotional Issues.

Login to the course site to see the schedule for this week (October 14-20):http://greenhow.educ.msu.edu/cep956fs19/w8/ 

BASE GROUP CHECK-IN/CHECK-OUTS:

Please Check-in with your Base Group at the beginning of the week by answering the Base Group Check-in questions early in the week (e.g., Tues or Wed) and then, Check-out by answering the Check-out questions at the end of the week.

READINGS & ONLINE DISCUSSION

“Social Writing, Literacies and Scholarship” 
Last week we critically reflected on the findings and argument structure of published research on two of the most popular types of social media worldwide – social network sites (e.g., Facebook) and microblogs (e.g., Twitter) – which are also the most studied in education and considered “learning” within these spaces as defined by several different researchers. 

This week we will consider “learning” defined as “literacies.”  We can consider “new literacies” or “digital” literacies within particular platforms, such as the twitteracy that Benjamin Gleason and I theorize in our article (see optional readings section). We can also consider the literacies more broadly needed by students, teachers, and scholars today within and across various socio-technical contexts.

Week 8 Question

This week’s guided reading question asks you to critically consider the ‘literacy’ debates raging today while reading three short, contemporary news articles (Rich, Slater-Tate, Ajayi) and about the ‘digital turn’ in (new) literacies educational research that Mills (2010) discusses in her literature review published in our field’s top journal: Review of Educational Research.  While these articles consider student learning and K-16 teaching with the internet and social media, the Social Scholarship article by Greenhow & Gleason (2014) suggests new forms of scholarship and scholarly communication that we as educational researchers might develop. (If you are interested in our later critique of this 2014 article, check out the Greenhow, Gleason & Staudt Willet (2019) piece within the optional readings section, which was published this summer).

What ‘literacies’ do you feel scholar-teachers need to develop to work in modern day work environments, which typically include a blend of teaching and research? Why do you feel these literacies are important? Finally, as you reflect on these readings, what important cognitive, social, or emotional issues do they raise for educational researchers to consider?  Provide evidence from the readings to support your points. Remember to address all 3 parts of the question.

GUEST SPEAKER! Sarah Galvin will be joining us next week (10/21). I have included her article “Writing on social media: A review of research in the high school classroom,” published online first in Tech Trends, in the reading list for this week. (Volume and issue number will appear when the article is published in-print).

UPCOMING ASSIGNMENTS
– Initial post for wk 8 online due Thursday, October 17 by midnight.

– 2 Responses/question due Saturday, October 19 by midnight.

– Work on Linked In Activity. Be ready for social media check-in & Reflection 1 on Monday, October 21

– First draft of paper due before class on Monday, October 28. Submit to “First Draft” Dropbox folder on D2L.

NEW! Evidence-based resources for your exploration of LinkedIn.  I have posted the results of my scan of the research base for using Linked In. These articles (also pasted below) are on the About à LinkedIn page of the course website. They are grouped by:  articles relating to scholars’ use of LinkedIn; college students’ or job seekers use of LinkedIn for presenting an online resume; professional networking; and other job search activities.  

Although I haven’t annotated this list yet, feel free to get started browsing them.

In your Reflection #1 on Monday 10/21 you will be asked to report on what you have done with respect to developing your LinkedIn, what resources/articles from this page have you used and your critical evaluation of their helpfulness (or not). What more do you want to know?

Research on using Linked In for Academics (and non-academics)

I’m still working on your Supplemental Readings List. More on that soon.

Any questions for me, please let me know. Thanks, and see you online!

Chris

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