Instagramming Their Hearts Out: What Do Edu-Influencers Share on Instagram?

Autor/inn/en	Shelton, Catharyn; Schroeder, Stephanie; Curcio, Rachelle
Titel	Instagramming Their Hearts Out: What Do Edu-Influencers Share on Instagram?
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 20 (2020) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Social Media; Photography; Role Models; Reputation; Marketing; Teacher Motivation; Teaching Methods; Communities of Practice; Teacher Leadership; Computer Mediated Communication; Interpersonal Relationship; Advocacy; Social Justice + Suchen Sie Ihr Suchwort? Soziale Medien; Fotografie; Identifikationsfigur; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Lehrerfunktionsstelle; Computerkonferenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialanwaltschaft; Soziale Gerechtigkeit
Abstract	Some K-12 social media celebrities, or influencers, have begun to enact influence at a massive scale, possibly shaping the teachers who follow them, while seeking individual profit in the process. In this qualitative study, the authors explored the content edu-influencers share on Instagram, which is an understudied yet increasingly popular social media site, where influencer culture runs rampant. The authors coded publicly available Instagram posts (n = 310) and stories (n = 115) shared by 18 influencers comprising the popular and racially diverse K-12 collaborative, Teach Your Heart Out™. They observed activity across 4 weeks during the 2019 back-to-school season. Edu-influencers' content encompassed four themes: promoting products and themselves, motivating teachers, soliciting engagement, and advocating for classroom approaches. On one hand, edu-influencers sometimes facilitated teacher networking, provided motivational messages for teachers, shared resources with teachers, provided authentic examples of classroom practice, and promoted social justice orientations. However, some influencers' activity was overwhelmingly promotional, lacked thoughtful explanation, or missed an opportunity for connection to critical social issues. Findings shed light on the phenomenon of educator influencer culture, highlighting the need for critical digital literacies among teachers who use social media for professional purposes. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01