Writing on Social Media: A Review of Research in the High School Classroom

Autor/inn/en	Galvin, Sarah; Greenhow, Christine
Titel	Writing on Social Media: A Review of Research in the High School Classroom
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 64 (2020) 1, S.57-69 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Galvin, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-019-00428-9
Schlagwörter	Social Media; High School Students; Literacy; Computer Mediated Communication; Writing Instruction; Teaching Methods; Barriers; Learning Processes; Authentic Learning; Scaffolding (Teaching Technique); Modeling (Psychology) + Suchen Sie Ihr Suchwort? Soziale Medien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Computerkonferenz; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Modeling; Modelling; Modellierung
Abstract	Students today spend more time writing on social media than they do in formal classrooms and have developed distinct and complex literacies separate from traditional writing curricula. Although several studies have explored teens' informal literacy practices online, research investigating how these spaces may inform or be effectively utilized in the classroom remains inconclusive. This systematic literature review identifies and critically evaluates the existing knowledge base on how social media have been integrated in high school writing instruction, with particular emphasis on which factors improved student learning and which factors created barriers to student learning. Social media platforms were found to be potentially authentic learning spaces, yet sometimes low student participation hindered effective implementation. Specific teaching strategies, such as modeling and scaffolding instruction, and directions for future research are described. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01