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Character Journaling through Social Networks: Exemplifying Tenets of the New Literacy Studies
ARTICLE

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Journal of Adolescent & Adult Literacy Volume 57, Number 8, ISSN 1081-3004

Abstract

Countering reactionary attempts to ban social media from schools is a strong research based rationale for bringing social media into the literacy classroom. When used as a medium to explore literature–or more specifically for interactive character journaling–this medium exemplifies how meaning is created by individuals' interactions with texts, by the prior knowledge they bring to their reading, and by the negotiation of meaning by participants in this digital "third space." Used this way, social media can scaffold reading, promote critical discussions about texts, prompt basic sociohistorical research, and engage students in examining discourse, and provide an authentic venue for students to practice code-switching. This study highlights that social media is anything but an educational distraction; rather, when used appropriately it can serve as an engaging and interactive foray into socially-mediated literacy and constructivist learning.

Citation

White, J.W. & Hungerford-Kresser, H. (2014). Character Journaling through Social Networks: Exemplifying Tenets of the New Literacy Studies. Journal of Adolescent & Adult Literacy, 57(8), 642-654. Retrieved April 23, 2019 from .

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Cited By

  1. Learners Without Borders: Connected Learning in a Digital Third Space

    Clarice Moran, Kennesaw State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 233–254

  2. Hands Across the Pond: Transatlantic Collaboration Through a Mobile Phone App

    Clarice Moran, Kennesaw State University, United States

    Journal of Interactive Learning Research Vol. 28, No. 4 (October 2017) pp. 417–437

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