“Twitter, the most brilliant tough love editor you’ll ever have.” Reading and writing socially during the Twitter Fiction Festival

First Monday ◽  
2016 ◽  
Author(s):  
Joachim Vlieghe ◽  
Kelly L. Page ◽  
Kris Rutten
Keyword(s):  
Social Media ◽  
Social Experience ◽  
Social Practices ◽  
Black Box ◽  
Literary Works ◽  
Reading And Writing ◽  
Communication Practice ◽  
Secondary Sources ◽  
Media Environments

The communication practice of tweeting has fostered numerous literary experiments, like Teju Cole’s series “Small fates” and Jennifer Egan’s novel “Black box”. In late 2012, these experiments culminated in an event that focused on such literary experiments: the first Twitter Fiction Festival. In this paper, we explore how people who participated in the festival use tweeting to embrace and enact writing and reading literature as a social experience. The study includes a participant-centered inquiry based on two one-hour Twitter discussions with 14 participants from the Twitter Fiction Festival as well as analyses of their online literary works and secondary sources related to the festival. We show that festival participants self-identify based on their creative and social practices as artists rather than with traditional labels such as writer or author and are therefore drawn to social media environments.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

Doing Text

2017 ◽  
Author(s):  
Pete Bennett ◽  
Julian McDougall
Keyword(s):  
Social Media ◽  
New Media ◽  
Film Noir ◽  
Social Practices ◽  
Critical Space ◽  
Learning And Teaching ◽  
Broadcast Media ◽  
Romantic Poetry ◽  
Art Works ◽  
Media Formats

This volume re-imagines the study of English and media in a way that decentralises the text (e.g. romantic poetry or film noir) or media formats/platforms (e.g. broadcast media/new media). Instead, the authors work across boundaries in meaningful thematic contexts that reflect the ways in which people engage with reading, watching, making, and listening in their textual lives. In so doing, the volume recasts both subjects as combined in a more reflexive, critical space for the study of our everyday social and cultural interactions. Across the chapters, the authors present applicable learning and teaching strategies that weave together art works, films, social practices, creativity, 'viral' media, theater, TV, social media, videogames, and literature. The culmination of this range of strategies is a reclaimed 'blue skies' approach to progressive textual education, free from constraining shackles of outdated ideas about textual categories and value that have hitherto alienated generations of students and both English and media from themselves.

Designing Sensory and Social Tools for Neurodivergent Individuals in Social Media Environments

2021 ◽  
Author(s):  
Lauren Race ◽  
Amber James ◽  
Andrew Hayward ◽  
Kia El-Amin ◽  
Maya Gold Patterson ◽  
...  
Keyword(s):  
Social Media ◽  
Media Environments

Molise Croats and the pandemic

2021 ◽  
Vol 37 (2) ◽  
pp. 319-323
Author(s):  
Krzysztof Feruga
Keyword(s):  
Social Media ◽  
Literary Works

During the coronavirus pandemic, the Molise Croats intensified their presence in social media, in which they show activities to preserve the language, traditions and culture of their ancestors. At that time, new literary works were created, including refer to pandemic times. They based their newly created epidemic vocabulary mainly in Italian.

Conceptualizing social media sub-platforms: The case of mourning and memorialization practices on Facebook

2021 ◽  
pp. 146144482110357
Author(s):  
Sarit Navon ◽  
Chaim Noy
Keyword(s):  
Social Media ◽  
Social Change ◽  
Conceptual Framework ◽  
Integrated Approach ◽  
Social Practices ◽  
Personal Quality ◽  
Hybrid Nature ◽  
Communicative Functions

This article offers a conceptual framework of Facebook’s sub-platforms: Profiles, Groups, and Pages. We demonstrate the crucially different affordances that these sub-platforms possess, and the various resulting social practices and dynamics that they enable. With mourning and memorialization as a case study, our findings point at emergent practices ranging along a personal-to-public spectrum of communicative functions and media uses: Profiles offer a personal quality, albeit differently for the bereaved’s Profile and the deceased’s Profile; Groups possess a hybrid nature, combining self-expression alongside public aspects, reviving thus premodern bereaved communities; and Pages possess a distinctly public quality, serving as online memorialization centers where the deceased becomes an icon and a resource for mobilizing broad social change. This comparative and integrated approach may be applied productively to other contexts and other social media (sub-)platforms.

scholarly journals Social Media in an Emergency: Use of Social Media in Rescuing Abducted School Girls in Nigeria

2019 ◽  
Vol 13 ◽  
pp. 67-75
Author(s):  
Muhammad Abdullahi Maigari ◽  
Uthman Abdullahi Abdul-Qadir
Keyword(s):  
Social Media ◽  
Secondary Sources ◽  
The Social ◽  
Security Challenges ◽  
Social Media Platforms ◽  
Information And Communication ◽  
School Girls ◽  
The Government ◽  
Use Of Social Media ◽  
Domestic Assistance

This paper examines the abduction of the schoolgirls in Chibok Local Government Area of Borno State, Nigeria in 2014. The paper examined how the abduction of the schoolgirls generated responses and support for the rescue of the abducted girls from people and organization from different parts of the globe. The Islamists terrorist organization operating in Borno State has attracted the attention of the world since 2009 when they started attacking government establishments and security installations northeast which later escalated to major cities in Northern Nigeria. Methodologically, the paper utilized secondary sources of data to analyze the phenomenon studied. The paper revealed that the development and innovations in information and communication technology which dismantled traditional and colonial boundaries enabled people to express support, solidarity and assist victims of conflict who resides millions of Kilometers away. This shows that Internet-based communications technology has reduced the distance of time and space that characterised traditional mass media. The campaign for the release of the schoolgirls on the social media platforms particularly Twitter and Facebook has tremendously contributed to the release of some of them. Furthermore, the girls freed from abduction have received proper attention: education and reintegration programmes which enable them to start post-abduction life. In this regard, social media has become a tool for supporting the government in moments of security challenges which the Bring Back Our Girls campaign attracted foreign and domestic assistance to Nigeria in the search of the abducted girls and the fight against the Islamist insurgents.

Social Media-Specific Epistemological Beliefs: A Scale Development Study

2019 ◽  
Vol 58 (2) ◽  
pp. 478-501 ◽  
Author(s):  
Ismail Celik
Keyword(s):  
Social Media ◽  
Preservice Teachers ◽  
Construct Validity ◽  
Epistemological Beliefs ◽  
Face Validity ◽  
State University ◽  
Critical Approach ◽  
Validity Analysis ◽  
The Social ◽  
Media Environments

Social media users should have a critical approach and look at any of knowledge in social media environments through a rational lens outside of their personal beliefs. In the era of posttruth, the rational lens concerns the epistemological beliefs that are about questioning the source of knowledge and perceive knowledge with criticism. The purpose of this study was to develop the social media-specific epistemological beliefs scale. The dimensions for the scale to be developed in the study were determined on the basis of a theoretical structure earlier proposed in the literature. The development of the social media-specific epistemological beliefs scale consisted of five stages: creating item pool, content and face validity analysis, construct validity analysis, reliability analysis, and language validity analysis. The study group created to analyze the construct validity of the scale consists of 432 preservice teachers who are studying in the education faculty of a large state university in Turkey. As a result of exploratory and confirmatory factor analysis, the social media-specific epistemological beliefs scale was found to be composed of 15 items as a five-point Likert-type, which was fallen under three factors. Findings on the social media-specific epistemological beliefs scale showed that the scale was valid and reliable.

scholarly journals MEMES DA INTERNET: PERSPECTIVAS PARA A SALA DE AULA NO CONTEXTO DAS CULTURAS DIGITAIS

2019 ◽  
Vol 4 (12 set/dez) ◽  
Author(s):  
Paulo Boa Sorte
Keyword(s):  
Social Media ◽  
Social Class ◽  
Daily Basis ◽  
Reading And Writing ◽  
Dominant Ideologies ◽  
Digital Cultures

This paper aims at presenting some reflections upon adopting Internet memes as possibilities for teaching in the context of digital cultures. In Brazil, millions of people interact in social media, on a daily basis, by editing, sharing, reading and reacting to a great variety of graphic texts, videos, photos, and songs that reflect their everyday relationships, namely, they produce internet memes. This study is grounded on the multiliteracies perspective (COPE & KALANTZIS, 2000, 2008; LANKSHEAR & KNOBEL, 2007; LEMKE, 2009; MENEZES DE SOUZA, 2011), as well as on the studies on memes, made by Dawkins (1976), Shifman (2013, 2014), Shifman et al (2016), Chagas (2017, 2018) and Glaveanu (2018). The teaching suggestions are based on categories of memes analysis; remixing existing memes in order to explore discourses of dominant ideologies, issues of race, age, gender and social class; and reading and writing political memes, that operate as instruments of persuasion.

Sign in / Sign up

Export Citation Format

Share Document