Converged Social Media: Identity Management and Engagement on Facebook Mobile and Blogs

Autor/in	Rambe, Patient
Titel	Converged Social Media: Identity Management and Engagement on Facebook Mobile and Blogs
Quelle	In: Australasian Journal of Educational Technology, 29 (2013) 3, S.315-336 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Social Networks; Higher Education; Graduate Students; Electronic Publishing; Web Sites; Interviews; Computer Mediated Communication; Computer Simulation; Simulated Environment; Identification; Cultural Influences; Research Design; Privacy; Content Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Social network; Soziales Netzwerk; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Elektronisches Publizieren; Web-Design; Interviewing; Interviewtechnik; Computerkonferenz; Computergrafik; Computersimulation; Künstliche Umwelt; Identifikation; Identifizierung; Cultural influence; Kultureinfluss; Forschungsdesign; Privatsphäre; Inhaltsanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is scant evidence to demonstrate that researchers grasp the social dimensions of convergence, and particularly, the academic and social implications of converged media on students' lives. Despite a surge in student appropriation of social media-enabled mobile phones for exchanging educational resources and social practices, little is known about this collapsing of academic and social contexts. Twelve purposively selected postgraduate students who used Facebook Mobile for exchanging learning resources and micro-management of their daily lives were interviewed to unravel the influence of converged social media on students' lives. Identity construction and convergence as theoretical constructs were drawn upon to examine student narratives of their Facebook interactions and navigation of their identities. The findings suggest that Facebook Mobile enhanced the students' networked exchange of knowledge and meaningful participation in learning communities. However, students expressed uncertainty about educators' judgements of their online personae, invasion of their privacy, information security and fears of jeopardising future career prospects. The study recommends best-practice pedagogical designs that emphasise deep engagement, safe communication, measures to deal with plagiarism and policy interventions to address privacy and information security. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10