Socially Networking the Past

2014 ◽  
pp. 133-152 ◽  
Author(s):  
Michael Manderino ◽  
Lisa Hoelscher Ripley
Keyword(s):  
High School Students ◽  
Social Networking ◽  
Social Networking Site ◽  
Student Writing ◽  
Historical Inquiry ◽  
Structured Interviews ◽  
School Students ◽  
Multimodal Texts ◽  
Screen Capture ◽  
The Social

This chapter describes a historical inquiry project that used a social networking site (www.ning.com) to engage students in writing both traditionally and multimodally about the 1960's. Students were provided basic demographic information about a fictional individual living in the 1960's and then were instructed to build a social networking profile as they conducted inquiry of the 1960's over the course of eight weeks. Data were drawn from screen capture videos and semi-structured interviews (n=8) as well as online artifacts (n=185) that high school students generated to construct a profile page akin to Facebook for the project. This project demonstrated how student writing in a history class was mediated by the social networking task and the variety of multimodal texts that they could use to represent their historical inquiry.

scholarly journals Práticas transidiomáticas na aula de Língua Espanhola: um relato de atividade multimodal na escola pública

2017 ◽  
Vol 15 (2) ◽  
Author(s):  
Michelle Soares Pinheiro ◽  
Claudiana Nogueira de Alencar
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Public School ◽  
Teaching Experience ◽  
School Students ◽  
Multimodal Texts ◽  
The Public ◽  
The Social ◽  
Language Classes

Resumo Este artigo é baseado em um relato de experiência docente, em que tivemos a pretensão de estimular a reflexividade linguística dos alunos adolescentes da rede pública de ensino da capital cearense. O referencial teórico é pautado nos eixos conceituais: superdiversidade e transidioma (MOITA LOPES, 2013; BLOMMAERT; RAMPTON, 2011); multimodalidade e multiletramentos (JEWITT, 2010; SOARES, 2002; ROJO, 2012). Dessa forma, almejamos escrever como ocorrem os usos transidiomáticos nas práticas sociais dos alunos do 2o ano do ensino médio na construção de textos multimodais, a partir da perspectiva da superdiversidade e da multimodalidade. Diante do exposto, acreditamos que os usos transidiomáticos devem estar presentes nas práticas discursivas da escola, principalmente nas aulas de língua estrangeira, a fim de sensibilizar os alunos em prol de uma visão sociolinguística emancipatória. Palavras-chave: Transidioma. Multimodalidade. Experiência docente.   Transidiomatic practices in Spanish as a Second Language: multimodality in the public school Abstract This paper is based on a teaching experience, from a perspective of the linguistic reflexivity for high school students of a public school located in Fortaleza, Ceará, Brazil. The theoretical framework is related to these approaches: superdiversity and transidiomatic uses of language (MOITA LOPES, 2013; BLOMMAERT; RAMPTON, 2011); multimodality and multiliteracies (JEWITT, 2010; SOARES, 2002; ROJO, 2012). Thus we intend to show how transidiomatic linguistic uses occur in the social practices of the students from high school of the second degree in Brazil. We will see, in fact, the construal of multimodal texts, from the perspective of the superdiversity and the multimodality. We consider transidiomatic uses as present in the classes, mainly in second language classes, in order to make the students aware of an emancipatory sociolinguistics view. Keywords: Transidioma. Multimodality. Teaching experience.

scholarly journals A Phenomenological Multi-Case Study About Social Success Skills, Aspirations, and Related Media Experiences

2015 ◽  
Author(s):  
Darnel Degand
Keyword(s):  
High School Students ◽  
Family Members ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
School Students ◽  
Social Success ◽  
The Social ◽  
Male High School ◽  
Success Skills

The social success skills valued and ultimately acquired by youth during their formative years can be better understood by examining the social spaces, processes, and interactions that are related to their personal aspirations and related media experiences. Using a phenomenological approach, I conducted a year-long multi-case study about two Black male high school students’ thoughts on social success, their aspirations, their social experiences, and their experiences with media. The participants were selected using purposeful sampling. I collected data through semi-structured interviews, focus groups, and observations. I performed analyses by using the hermeneutic cycle which requires one to repeatedly read text, write reflections, and interpret data (Kafle, 2011; Laverty, 2008). Findings suggest that my participants’ aspirations held influence over the type of media content with which they chose to engage. Additionally, their thoughts about social success were influenced by their family members’ personal life experiences and the skills their family members valued. Moreover, their sociocultural contexts influenced their evolving thoughts on social success while their media served as resources to help them process their thoughts about social success and help them pursue their goals.

Social Learning Sites?

2011 ◽  
pp. 249-268
Author(s):  
Mathias Decuypere ◽  
Steven Bruneel
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Social Networking Site ◽  
Faculty Members ◽  
Structured Interviews ◽  
Privacy Concerns ◽  
Sharp Distinction ◽  
The Social ◽  
Willingness To Adopt ◽  
Academic Year

Social networking sites are extremely popular nowadays – especially amongst students – and are increasingly the subjects of educational research. But there is a sparse research base on students’ willingness to adopt social networking sites in their education. In this chapter we investigate to what extent Facebook is used as an educational tool. By means of semi-structured interviews, we asked students why they use Facebook and whether they allow faculty members into their personal sites, or not. During the period of one academic year 2009-2010, 15 students of different bachelor programs in a Flemish University were interviewed several times. The results demonstrate that students draw a sharp distinction between the ways they use Facebook, and why they do so. Furthermore, they barely use the social networking site for educational purposes. Consequently, students are not inclined to allow faculty members presence (as ‘friends’ on Facebook). These results are interpreted in terms of privacy concerns, and we conclude this chapter with some critical reflections concerning the current research about the effectiveness and the educational possibilities of social networking sites.

scholarly journals Friendship and trust in the social surveillance network

2013 ◽  
Vol 11 (3) ◽  
pp. 311-323 ◽  
Author(s):  
Harriet Westcott ◽  
Stephen Owen
Keyword(s):  
Social Networking ◽  
Social Networking Site ◽  
Perceived Similarity ◽  
Geographic Proximity ◽  
Structured Interviews ◽  
Surveillance Network ◽  
Social Penetration Theory ◽  
The Social ◽  
Social Penetration

This article draws on findings from semi-structured interviews to investigate an important, and previously unexplored aspect of the social networking site Twitter, which is the ways that users can employ lateral surveillance to initiate friendships.  Social penetration theory (Altman and Taylor 1973) is used to investigate the ways that Twitter provides a platform to technologically augment friendship evolution.  Three consecutive phases of online surveillance are proposed, which are: unidirectional ‘studied’ following; ‘reciprocal’ following, when interaction between the user and the Tweeter only occurs online; and fully fledged friendship, when online relations are supplemented by offline meetings.  The visibility of users via their Tweets creates information that others can use to evaluate character in what might be considered a phase of pre-friendship screening, and that this also generates trust and solidarity prior to an offline meeting. Perceived similarity between the user and the Tweeter was contributory to an assessment of their worth as a potential friend.  Geographic proximity and ‘transferable trust’ were also factors that helped offline friendship to develop. Ultimately, Twitter was an important tool for sociality, and provided a wider source of potential friends than was available offline.

scholarly journals Understanding Patterns for Smartphone Addiction: Age, Sleep Duration, Social Network Use and Fear of Missing Out

2018 ◽  
Vol 13 (2) ◽  
pp. 166-177 ◽  
Author(s):  
Deniz Mertkan Gezgin
Keyword(s):  
High School ◽  
High School Students ◽  
Social Networking ◽  
Sleep Duration ◽  
Statistical Tests ◽  
Pearson Correlation ◽  
Social Networking Site ◽  
Smartphone Addiction ◽  
School Students ◽  
Fear Of Missing Out

The aim of this study is to examine high school students and uncover the relationships between Smartphone Addiction levels and certain factors such as (a) Fear of Missing Out (FoMO) (b) Social Networking Site (SNS) usage habits (using smartphones), (c) age, d) sleep duration and (e) duration of smartphone ownership. The study group consists of 161 students from two public high schools in Turkey. Two different scales were employed for data collection; namely, the Smartphone Addiction Scale and FoMO Scale. Based on a cross-sectional research method, this qualitative study makes use of Pearson Correlation and Stepwise Multiple Regression statistical tests. Findings have shown positive correlations interpreted as Smartphone Addiction increasing with greater student age, daily duration of SNS use on smartphones, duration of smartphone ownership, and Fear of Missing Out. In addition, there exists negative-correlation between smartphone addiction and sleep duration, as well as frequency of SNS use on smartphones. Last but not least, it has been shown that FoMO, daily duration of SNSs use on smartphone and duration of smartphone ownership predict smartphone addiction, with the FoMO variable being the strongest predictor. Keywords: Fear of missing out, high school students, lack of sleep, smartphone addiction, social networking sites.

scholarly journals Online Social Integration and Depressive Symptoms in Adolescents

2021 ◽  
Author(s):  
Elizaveta Sivak ◽  
Julia Dementeva ◽  
Ivan Smirnov
Keyword(s):  
High School Students ◽  
Social Networking ◽  
Social Integration ◽  
Peer Relationships ◽  
Protective Factor ◽  
Social Networking Site ◽  
Combine Data ◽  
School Students ◽  
Symptoms Of Depression ◽  
Online Friendship

Social integration is known to be beneficial for mental health. However, it is not clear whether this applies to online as well as offline relationships. In this paper, we explore the association between online friendship and symptoms of depression among adolescents. We combine data from the popular social networking site with survey data on high school students (N = 144) and find that integration into the online network is a protective factor against depression. We also find that not all online connections are equally important: friendship ties with students from the same schools are stronger associated with depression than outside ties. In addition to friendship ties, we explore the effect of online interaction (“likes”). Overall, our results suggest that online relationships are associated with depression as well as offline friendship. However, the effect of more distant online connections is limited, while immediate social environment and peer relationships at school are more important.

Social Environment and Creativity

2011 ◽  
Vol 1 (2) ◽  
pp. 46-58
Author(s):  
Jiří Semrád ◽  
Milan Škrabal
Keyword(s):  
High School Students ◽  
Social Environment ◽  
Family Environment ◽  
Social Background ◽  
Family Influence ◽  
Creative Activity ◽  
School Students ◽  
Cultural Legacy ◽  
The Social ◽  
The Family

The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influences. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagers. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances—to capture their roots. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students’ creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

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