A Kaupapa Māori Facebook Group for Māori and Indigenous Doctoral Scholars

2018 ◽  
pp. 72-90
Author(s):  
Maryann Lee
Keyword(s):  
Social Media ◽  
New Zealand ◽  
Family Structure ◽  
Extended Family ◽  
Self Determination ◽  
Digital Learning ◽  
Completion Rates ◽  
Learning Space ◽  
Kaupapa Māori ◽  
Use Of Social Media

This chapter examines the use of Facebook to support Māori and Indigenous doctoral scholars who are enrolled in the MAI ki Tāmaki Makaurau doctoral programme in Auckland, New Zealand. The programme is part of a National Māori and Indigenous (MAI) Network aimed to increase doctoral participation and completion rates of Māori scholars. Drawing on three Kaupapa Māori principles introduced in chapter three: tino rangatiratanga (self-determination principle), taonga tuku iho (cultural aspirations principle), whānau (extended family structure principle), the author explores some of the key considerations in creating a Kaupapa Māori digital learning space with the use of social media. Through conversations with three Māori academics who adminisiter the MAI ki Tāmaki Facebook group, this chapter captuers their unique perspectives and provide rich insights into the ways in which the Facebook group can provide a strong network of support for Māori and Indigenous scholars.

Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori

2020 ◽  
pp. 1-9
Author(s):  
Darwin Horning ◽  
Beth Baumbrough
Keyword(s):  
New Zealand ◽  
Indigenous Knowledge ◽  
Affordable Housing ◽  
Sense Of Community ◽  
School System ◽  
Social Assistance ◽  
Self Determination ◽  
Education Programs ◽  
Government School ◽  
Kaupapa Māori

Abstract This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance and affordable housing, with local Indigenous knowledge providing the foundational guiding principles. This is compared to the Kaupapa Māori movement's role in the revival of traditional cultural and language practices in education, which has resulted in the development of an overwhelmingly successful parallel non-government school system based on Māori culture, language and philosophy.

scholarly journals Impact of social media on children´s relationship with brands

2021 ◽  
Vol 115 ◽  
pp. 01003
Author(s):  
Nikoleta Hutmanová ◽  
Peter Dorčák
Keyword(s):  
Social Media ◽  
New Zealand ◽  
Qualitative Approach ◽  
Brand Awareness ◽  
Age Group ◽  
Media Usage ◽  
The Social ◽  
Use Of Social Media ◽  
The Impact ◽  
Depth Interviews

The paper focuses on how social media usage by children determines their interactions with consumer brands. First it describes how and when young children develop brand awareness and which are the most important predictors of this development. Those findings are then put in connection with the impact of social media. We elaborate on a deeper level how children approach online communications with brands in the social media context. Our assumptions are supported by a research conducted on a group of New Zealand children, both boys and girls in the age group of 11-14 years. This qualitative approach was implemented using in-depth interviews and identifies three key modes of brand interaction behaviour when young consumers use social media. According to these findings we assume that there is a connection between the use of social media and children´s relationship with consumer brands.

scholarly journals Beyond cybersafety: The need to develop social media literacies in pre-teens

2020 ◽  
pp. 49-63
Author(s):  
Luci Pangrazio ◽  
Lourdes Cardozo-Gaibisso
Keyword(s):  
Artificial Intelligence ◽  
Social Media ◽  
New Zealand ◽  
Young People ◽  
Digital Media ◽  
Personal Data ◽  
Educational Programs ◽  
Digital Learning ◽  
Digital Education ◽  
The Everyday

Cybersafety has been a mainstay of digital education since computers arrived in classrooms in the mid 1990s. Whether schools encourage students to be ‘cybersmart’ (Australia), ‘netsafe’ (New Zealand) or to be aware of ‘cybersecurity strategies’ (Mexico and Chile) most now devote a relatively large amount of time and money to teaching young people how to ‘stay safe’ online. In this article, we argue that it is time for schools to move beyond the cybersafety discourse to encourage students to think more critically about the digital media they use. Reporting on the digital practices of 276 pre-teens aged 7-12 years in Australia and Uruguay, we contend that the everyday digital challenges young people face are now beyond the scope of most cybersafety programs. Our findings highlight that many of the issues pre-teens are negotiating call for more nuanced and sustained educational programs that support the development of critical social media literacies. In particular, with the proliferation of mass user platforms and artificial intelligence, there is a need for schools to educate students around managing and protecting their personal data. The article concludes with a discussion of the digital learning required for young people in an increasingly datafied society.

Use of social media for surgical education in Australia and New Zealand

2020 ◽  
Vol 90 (6) ◽  
pp. 1004-1008
Author(s):  
Kirsten Larkins ◽  
Victoria Murphy ◽  
Benjamin P. T. Loveday
Keyword(s):  
Social Media ◽  
New Zealand ◽  
Surgical Education ◽  
Use Of Social Media

Social Media's Potential to Facilitate Dialogic Learning

2014 ◽  
pp. 909-921
Author(s):  
Jin Yang
Keyword(s):  
Social Media ◽  
Deep Learning ◽  
Knowledge Development ◽  
Learning Tool ◽  
Learning Materials ◽  
Learning Space ◽  
Discursive Space ◽  
Dialogic Learning ◽  
Use Of Social Media ◽  
Cognitive Dimensions

The chapter explores the use of social media in educational settings and assesses its potential as a learning tool in facilitating deep learning and knowledge development. Guided by Vygotsky and Bakhtin's theory of dialogic learning, the chapter argues, by discussion, that social media may facilitate deep learning and knowledge development due to social media's convenient discursive space and heightened interactivity. Specifically, social media's discursive space may provide a platform that is egalitarian and democratic to all who have access to it. The breakdown of traditional communication barriers in this discursive space can be significant in engaging students in dialogic learning. Social media's heightened interactivity embodied in social, procedural, expository, explanatory, and cognitive dimensions may shorten psychological distances, lighten class-managing load, expedite learning materials' delivery, expand the learning space without time constraint, and encourage cross-pollination of ideas and viewpoints. The chapter discusses the profound opportunity that social media may have to enhance knowledge development.

Moving with the media: An exploration of how migrant communities in New Zealand use social media

2020 ◽  
pp. 096100062091169 ◽  
Author(s):  
Kingsley T. Ihejirika ◽  
Maja Krtalic
Keyword(s):  
Social Media ◽  
New Zealand ◽  
Management Practices ◽  
Positive Impact ◽  
Personal Information ◽  
Demographic Data ◽  
Migrant Communities ◽  
Other Information ◽  
Digital Environments ◽  
Use Of Social Media

This paper explores why and how migrants use social media in different phases of the migration process, how they manage personal information on social media during migration, and whether they use libraries’ social media in any of the migration phases. An anonymous questionnaire was used to collect opinions and investigate the activities of migrant communities in New Zealand in the three above mentioned areas. The paper presents the results of a descriptive statistical analysis performed on the data. These results were categorized and presented under the following themes: demographic data, use of social media during migration, personal information management practices on social media, use of library social media during migration, issues arising from the use of social media during migration and positive impact of social media during migration. The main findings of our research showed that in the transitioning phase migrants use social media mostly for making the decision to move. In the settling phase, social media help them to cushion the anxieties associated with a move and also help them to make an informed decision in the new country. In the settled phase, participants used social media to stay connected with family and friends in the home country. Language barriers can restrict the use of social media during the moving process. Personal information on social media is not recognized as important and is not managed in any particular way. Libraries are present in the life of migrants but more as physical spaces and services than through their social media presence. Findings from this study can be of interest to libraries and other information providers developing services for migrants in physical and digital environments.

scholarly journals A survey of social workers in Aotearoa New Zealand about their professional use of social media

2019 ◽  
Vol 31 (4) ◽  
pp. 35-47
Author(s):  
Deb Stanfield
Keyword(s):  
Social Media ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Work Experience ◽  
Ethical Issues ◽  
Internet Survey ◽  
Multiple Choice Questions ◽  
Aotearoa New Zealand ◽  
Use Of Social Media

INTRODUCTION: The aim of this article is to report findings from a survey which provides an overall beginning picture of how Aotearoa New Zealand social workers operate in their social media landscape, and an account of their opinions and attitudes about the professional social work use of social media.METHODS: A self-administered internet survey which sits within the context of a mixed methods research design, gathered broad, shallow, mainly quantitative data (QUAN-qual) from 342 Aotearoa New Zealand social workers about their professional participation in social media. Using Likert-type scales and multiple-choice questions, information was sought about the social work experience (behaviour, opinions/attitudes) of using social media for professional reasons, including motivations, limitations and challenges.FINDINGS: Fewer than half of the respondents reported using social media for professional reasons, and there was reticence amongst participants about the professional value of social media. Concerns about privacy, security and ethical issues were presented as primary limitations to the use of social media by both users and non-users—however, non-users were more likely to be prevented by their employers from using social media and, on average, maintained a more neutral stance regarding their interest in using it.CONCLUSION: The analysis of findings from this survey offer insight into areas of potential development, leadership and research regarding social worker use of social media in this country.

Using Social Media in the Classroom

2019 ◽  
pp. 148-166
Author(s):  
Victoria Reynolds
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Learning Preferences ◽  
Alternative Communication ◽  
Digital Medium ◽  
Learning Space ◽  
Unique Problem ◽  
Use Of Social Media

This chapter focuses on the unique problem of preparing faculty to meet students by crossing the divide of the digital media native generation. Members of Gen Z, the first of whom are just matriculating to college, hold certain expectations about the availability of information in digital forms, among other things. There is a growing realization, in the higher learning space, that traditional classroom practices are unlikely to meet the needs of Gen Z. Student learning preferences and styles have evolved. It is essential for faculty to investigate ways in which their teaching practices can develop to meet the needs of this generation. This chapter discusses the use of social media to engage students in a topic in the communication sciences and disorders that are seen as difficult and unengaging, augmentative and alternative communication systems. Students were encouraged to challenge their pre-conceptions around ability, and utilizing a digital medium, which in turn incentivized every student to become comfortable with digital technology and familiar with the principles of universal design.

scholarly journals Eksistensi Para “Gus” di Instagram: Visual Semiotik Sebagai Dakwah Baru di Era Digital

2020 ◽  
Vol 6 (2) ◽  
pp. 138
Author(s):  
Al Himni Fahma ◽  
Mohammad Darwis
Keyword(s):  
Social Media ◽  
Visual Analysis ◽  
Extended Family ◽  
Sampling Technique ◽  
Digital Age ◽  
New Era ◽  
Verbal Language ◽  
Visual Semiotics ◽  
New Space ◽  
Use Of Social Media

In the pesantren tradition, whom inherited from the founder of the pesantren to the children and grandchildren are the most eligible decendant .  The succession line of relatives under the Kyai who have a young age is pinned as Gus for men and Ning for women.  They are a small picture of the behavior of Kyai and the pesantren extended family.  The digital age is fostering new roles from new people about a propaganda practice that can break through space and time.  The Gus and Ning who occupy the new space maximize the use of social media as kind a step to preach. The new pattern of Da'wah nowadays is very fluid by using artifacts and text from self profiles in the form of audio, images, photos, videos, and writing content.  The text is uploaded on their accounts pages periodically and with current typologies.  Their existence in a social media Instagram has a different style, modernist and bringing a newness.  Visual semiotics is a new way of communicating via technology to the reader (reader) or audience by putting forward text-shaped signs that are verbal (language) and visual.  Communication through this sign is presented with a design that contains icons that refer to linguistic messages.  Various approaches to preaching communication in a new era, one of them with semiotic visuals on Instagram unlocks visual visions embedded in the icons displayed.  All the pictures, photos, and caption notes created by the Gus in their accounts deserve to be elaborated in the context of da'wah in the digital age.  Using a purposive sampling technique with a Semiotic Visual analysis, the results show that the variety of sign visualizations on Gus's Instagram account profile means a call for preaching and moral messages in a subtle, dynamic, and open ways. Keywords: Visual, Semiotic, Instagram, Artifacts, Interaction

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