Readings

Supplemental Readings List

(I.) Foundations to Mind, Social Media & Society

Media and Learning: Beginning the Debate

• Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
• Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.
• Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.

Optional:

• Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211..
• Salomon, G., & Perkins, D. (2005). Do technologies make us smarter? Intellectual amplification with, of and through technology. In R. J. Sternberg, & D. D. Preiss (Eds). Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 71-86). Mahwah, NJ: Lawrence Erlbaum Associates.
• Salomon, G., & Almog, T. (1998). Educational psychology and technology: A matter of reciprocal relations.Teachers College Record, 100(2), 222-241.

Defining Social Media and Learning

• Manca, S., & Ranieri, M. (2016). Is facebook still a suitable technology-enhanced learning environment? an updated critical review of the literature from 2012 to 2015: Is facebook a suitable TEL environment? Journal of Computer Assisted Learning, 32(6), 503-528. doi:10.1111/jcal.12154
• Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment. Journal of Computer-assisted Learning, 29(6), 487-504.
• .Greenhow, C., Robelia, E., & Hughes, J. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38 (4), 246-259.
• Cormode, G., & Krishnamurthy, B. (2008). Key differences between Web 1.0 and Web 2.0. First Monday, 13(6)

Optional:

• Boote, D.N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3015.
• O’Reilly, T. (2005, September 30). What Is Web 2.0. O’Reilly Media.
• Alexander, B. (2006). Web 2.0 A new wave of innovation for teaching & learning? EDUCAUSE Review 41(2), 33-44.
• Bransford, J. D., Brown, A.L., & Cocking, R. R. (2000). How People Learn. Washington, DC: National Academy Press.
• Shirky, C. (2010, June 10). Cognitive Surplus. Video excerpt from the TED@Cannes..
• Carr, N. (2008). Is Google making us stupid? What the internet is doing to our brains. The Atlantic Monthly.

Optional (additional literature reviews of the research on social media and learning):

• Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60 (6), 1093-2010.
• Crook, C. (2012) The ‘digital native’ in context: tensions associated with importing Web 2.0 practices into the school setting. Oxford Review of Education 38 (1), 63-80.

(II.) Research on Learning and Social Media – Cognitive, Social, Emotional Issues

Social Network Sites and Learning

• Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28, 187–198.
• Robelia, B., Greenhow, C., & Burton, L. (2011). Adopting environmentally responsible behaviors: How learning within a social networking application motivated students to act for the environment. Environmental Education Research, 17 (4), 553-575.
• Elison, N.B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends”:  Social capital and college students’ use of online social network sites.  Journal of Computer-Mediated Communication, 12(4), 1143-1168.

Optional:

• Junco, R. & Cotton, S. R. (2013). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59, 505–514.
• Kirschner, A. P. & Karpinski, A. C. (2010). Facebook and Academic Performance.Computers in Human Behavior, 26, 1237-1245.
• Ellison, N. B., & boyd, d. (2013). Sociality through SNS. In Dutton, W. H. (Ed.), The Oxford Handbook of Internet Studies. Oxford, UK: Oxford University Press, pp. 151-172.
• Greenhow, C. & Burton, L. (2011). Help from my “Friends:” Social capital in the social network sites of low-income high school students.Journal of Educational Computing Research, 45(2), 223-245.
• Selwyn, N. (2009). Faceworking: Exploring students’ education-related use of Facebook. Learning, Media and Technology, 34 (2), 157–174.
• Valenzuela, S., Park, N., & Kee, K.F. (2009). Is there social capital in a social network site?: Facebook use and college students’ life satisfaction, trust, and participation. Journal of Computer-mediated Communication, 14, 875-901.

Microblogs and Learning

• Gao, F. Luo, T. and Zhang, K. (2012) Tweeting for learning: A critical analysis of research on microblogging in education published in 2008-2011. British Journal of Educational Technology, 43(5), 783-801.
• Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010). Microblogs in Higher Education – A chance to facilitate informal and process-oriented learning? Computers & Education, 55 (1), 92–100.
• Elavsky, M., Mislana, C., & Elavsky, S. (2011). When talking is more: exploring outcomes of Twitter usage in the large-lecture hall. Learning, Media, and Technology, 1-19.

Optional

• Tang, Y., & Hew, K. F. (2017). Using twitter for education: Beneficial or simply a waste of time? Computers & Education, 106, 97-118. doi:10.1016/j.compedu.2016.12.004
• Junco,R., Elavsky, C.M., & Heiberger, G. (2013). Putting Twitter to the test: assessing outcomes for student collaboration, engagement, and success. British Journal of Educational Technology, 44 (2), 273-287. Published online first in 2012.

Social Writing, Literacies and Scholarship

• Rich, M. (2008, July 27). Literacy debate: Online R U really reading? The New York Times. Retrieved from http://wwww.nytimes.com
• Slater Tate, A. (2014, Sept 29). Parenting a Generation X’er. The Washington Post. Retrieved from http://wapo.com.
• Mills, K. A. (2010). A review of the ”digital turn” in the new literacy studies. Review of Educational Research, 80(2), 246–271.
• Greenhow, C. & Gleason, B. (2014). Social scholarship: Reconsidering scholarly practices in the age of social media. British Journal of Educational Technology. 
• Guest speaker, Sarah Galvin:
  • Galvin, S., & Greenhow, C. (2019). Writing on social media: A review of research in the high school classroom. Tech Trends (online first, September 2019).

Optional:

• Greenhow, C., Gleason, B., Willet, K. B. S. (2019). Social scholarship revisited: Changing scholarly practices in the age of social media. British Journal of Educational Technology, 50 (3), 987-1004. https://doi.org/10.1111/bjet.12772
• Reich, J. Murnane, R. & Willett, J. (2012).  The State of Wiki Use in U.S. K-12 Schools. Educational Researcher, 41 (7). 
• Greenhow, C. & Robelia, E. (2009). Old communication, new literacies: Social network sites as social learning resources. Journal of Computer-mediated Communication, 14 (4). 1130-1161.
• Greenhow, C & Gleason, B. (2012). Twitteracy: Tweeting as a new literacy practice. The Educational Forum, 76 (2).
• Lantz-Andersson, A., Vigmo, S., & Bowen, R. (2013). Crossing boundaries in Facebook: Students’ framing of language learning activities as extended spaces. International Journal of Computer-Supported Collaborative Learning, 8 (3), 293-312.
• Stern, Susannah. (2008). Producing Sites, Exploring Identities: Youth Online Authorship.” Youth, Identity, and Digital Media. Edited by David Buckingham. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 95–118.
• Tierney, R. J. (2009). Shaping new literacies research: Extrapolations from a review of the Handbook on research on New Literacies. Reading Research Quarterly, 44 (3), 322-339.
• Pearce, N., Weller, M., Scanlon, E., & Kinsley, S. (2010). Digital scholarship considered: How new technologies could transform academic work in education. in education, 16(1).
• Veletsianos, G., & Kimmons, R. (2012). Assumptions and challenges of open scholarship. The International Review of Research in Open and Distance Learning, 13(4), 166-189.
• Gruzd, A., Staves, K., & Wilk, A. (2012). Connected scholars: Examining the role of social media in research practices of faculty using the UTAUT model. Computers in Human Behavior 28, 2340–2350.
• Forkosh-Baruch, A., Hershovitz, A. (2012). A case study of Israeli higher-education institutes sharing scholarly information with the community via social networks. Internet and Higher Education, 15, 58-68. doi:10.1016/j.iheduc.2011.08.003

(III.) Social Media, Pedagogy & Policy

Facilitating Learning with Social Media
Facilitating learning with social media in K-20 education
*You do not need to read all these articles to answer this week’s questions. Please pick and choose as your time and area of interest dictate. For additional studies on a K-12 & higher education settings see the supplemental readings list

• Asterhan, C. S. C., & Rosenberg, H. (2015). The promise, reality and dilemmas of secondary school teacher–student interactions in Facebook: The teacher perspective. Computers & Education, 85, 134–148. 
• Greenhow, C.,Galvin, S., Brandon, D., & Askari, E. (2020). A decade of research on K-12 teaching and teacher learning with social media: Insights on the state-of-the-field. Teachers College Record, 122(6).
• Bartow, S. M. (2014). Teaching with social media: Disrupting present day public education. Educational Studies, 50(1), 36–64.
• Blonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs. Education and Information Technologies, 22(2), 697–724.
• Roblyer, M.D., McDaniel, M., Webb, M., Herman, J., & Witty, J.V. (2010). Findings on Facebook in higher education: a comparison of college faculty and student uses and perceptions of social network sites. Internet and Higher Education, 13, 134-140. doi:10.1016/j.iheduc.2010.03.002
• Ranieri, M., Manca, S., and Fini, A. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43 (5), 754-769.
• Weeden, S., Cooke, B., & McVey, M. (2013). Underage Children and Social Networking. Journal of Research on Technology in Education, 45(3), 249-262.

Professionals learning and development with social media

• Carpenter, J. P., & Krutka, D. G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414–434.
• Greenhalgh, S. P., & Koehler, M. J. (2017). 28 days later: Twitter hashtags as “just in time” teacher professional development. TechTrends, 61(3), 273–281. https://doi.org/10.1007/s11528-016-0142-4
• Macià, M. & Garcia, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307.
• Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34.
• Trust, T. (2016). New model of teacher learning in an online network. Journal of Research on Technology in Education, 48(4), 290–305.

Optional:

• Wang et al. (2012) Using the Facebook group as a learning management system. British Journal of Educational Technology, 43, 428-438.
• McCarthy, J. (2013). Learning in Facebook: First year tertiary student reflections from 2008 to 2011. Australasian Journal of Educational Technology, 29 (3), 337-356.
• Baran, B. (2010). Facebook as a formal instructional environment.  British Journal of Educational Technology.
• Vanderhoven, E., Schellens, T., & Valcke, M. (2013). Exploring the usefulness of school education about risks on SNS: a survey study. Journal of Media Literacy Education, 5(1), 285-294.
• Hanraets, I., Hulsebosch, J., & de Laat, M. (2011). Experiences of pioneers facilitating teacher networks for professional development. Educational Media International, 48(2), 85–99. https://doi.org/10.1080/09523987.2011.576513
• Walster, D. (2017). Information Policy and Social Media: Accept or Decline. TechTrends, 61(3), 301–307. https://doi.org/10.1007/s11528-017-0179-z

Social Media Policy: Access, Use, and Outcomes

• Greenhow, C., Galvin, S. & Staudt Willet, K. B. (2019). What should be the role of social media in education? Policy Insights from the Behavioral and Brain Sciences. 
• Krutka, D., Manca, S., Askari, E., Galvin, S., Greenhow, C., Koehler, M. (in press). Teaching “Against” Social Media: Confronting Problems of Profit in the Curriculum.
• Ahn, J., Bivona, L. K., & DiScala, J. (2011). Social media access in K‐12 schools: Intractable policy controversies in an evolving world. Proceedings of the American Society for Information Science and Technology, 48(1), 1-10.

Optional:

• Zhang, S., Liu, Q., Chen, W., Wang, Q., & Huang, Z. (2017). Interactive networks and social knowledge construction behavioral patterns in primary school teachers’ online collaborative learning activities. Computers & Education, 104, 1–17. https://doi.org/10.1016/j.compedu.2016.10.011
• Moore, S.L. & Ellsworth, J. (2013). Ethics and standards in Educational Technology (pp. 116-126). In M. Spector (Ed.). Handbook of Research on Educational Communications & Technology. Association of Educational Communications & Technology: Bloomington, IN.
• Rooke, B. (2014). Four pillars of internet research ethics with Web 2.0. Journal of Academic Ethics, 11, 265-268.
• Fang, L., Mishna, F., Zhang, V. F., Van Wert, M., & Bogo, M. (2014). Social media & social work education: Understanding and dealing with the new digital world. Social Work in Health Care, 53, 800-814. This article deals with the ethics of integrating social media into educational settings (e.g., in this case, social work education)
• Culp, K. M., Honey, M., & Mandinach, E. (2005). A retrospective on twenty years of educational technology policy. Journal of Educational Computing Research, 32(3), 279-307.
• U.S. DOE. (2016, January). Future Ready Learning: Reimagining the Role of Technology in Education. National Educational Technology Plan.
• Warschauer, M. & Matuchiank, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.  This article provides a comprehensive review of digital divide issues with respect to the internet and social media, focused on internet access, internet use, and differential outcomes among students.
• How to Create Social Media Guidelines for your School – Brief online steps.
• Edutopia in collaboration with Facebook (2012, May). How to Create Social Media Guidelines for Education. (Full Guide) Explore the numerous resources listed in this guide.
• Internet Safety Technical Task Force. (2009). Enhancing Child Safety and Online Technologies. Berkman Center for Internet & Society, Harvard University, Cambridge, MA
• V. Wayne Young (2015) Personal social media use by staff: is it your business? School Administrator. 72.10 (Nov. 2015): p9. American Association of School Administrators
• Measurable Success, Growing Adoption, Vast Potential Social Media Use Among State and Local Education Agencies May 2013
• Michigan’s Internet Privacy Protection Act & Effects on Educational Institutions
• Warnick, B. R., Bitters, T. A., Falk, T. M., & Kim, S. H. (2016). Social media use and teacher ethics. Educational Policy, 30(5), 771-795.
• Reform Support Network. (2013, July). Using Social Media to More Effectively Communicate Reform Efforts: A Case Study on the Ohio Department of Education’s Use of Twitter.

(IV.) Contemporary Issues in Mind, Media & Society

YouTube

Welser, H. T., Smith, M., Fisher, D., & Gleave, E. (2008). Distilling Digital Traces: Computational Social Science Approaches to Studying the Internet. In The SAGE Handbook of Online Research Methods (pp. 116–140). 1 Oliver’s Yard,  55 City Road,  London  England  EC1Y 1SP  United Kingdom: SAGE Publications, Ltd. Retrieved from http://srmo.sagepub.com/view/the-sage-handbook-of-online-research-methods/n7.xml

MOOCS

Bali, M. (2014). MOOC pedagogy: gleaning good practice from existing MOOCs. MERLOT. Journal of Online Learning and Teaching, 10(1), 44–56.

Kay, J., Reimann, P., Diebold, E., & Kummerfeld, B. (2013). MOOCs: So Many Learners, So Much Potential… IEEE Intelligent Systems, (3), 70–77.

Milligan, C., Littlejohn, A., & Margaryan, A. (2013). PATTERNS OF ENGAGEMENT IN CONNECTIVIST MASSIVE OPEN ONLINE COURSES. Retrieved from http://www.researchgate.net/profile/Colin_Milligan/publication/261831667_Patterns_of_engagement_in_connectivist_MOOCs/links/5538d5670cf226723ab645aa.pdf

Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (2013). Liminal participants and skilled orienteers: Learner participation in a MOOC for new lecturers. MERLOT Journal of Online Learning and Teaching, 9(2), 200–215.

Weld, D. S., Adar, E., Chilton, L., Hoffmann, R., Horvitz, E., Koch, M., … Mausam, M. (2012). Personalized online education—a crowdsourcing challenge. In Workshops at the Twenty-Sixth AAAI Conference on Artificial Intelligence (pp. 1–31). Retrieved from http://homes.cs.washington.edu/~weld/papers/weld-hcomp12.pdf

Theory

Rodesiler, L. (2014). Weaving contexts of participation online: The digital tapestry of secondary English teachers. Contemporary Issues in Technology and Teacher Education, 14(2), 72–100.

Schlager, M. S., Farooq, U., Fusco, J., Schank, P., & Dwyer, N. (2009). Analyzing Online Teacher Networks: Cyber Networks Require Cyber Research Tools. Journal of Teacher Education, 60(1), 86–100. https://doi.org/10.1177/0022487108328487