1 - 7 of 7 Chapters
[This introductory chapter begins to explore why education needs to carefully explore, understand, and engage with social media. Through a sustained comparison with Kafka’s The Metamorphosis, this chapter unpacks why there is a need for educators, educational research, and educational policy...
[This chapter deals with the seemingly simple but surprisingly complex task of defining social media. We begin with a discussion of what social media isn’t, working through some of the common and pervasive myths around social media and young people, before moving on to discuss some of the...
[Beyond looking at the platforms themselves, when considering how social media is shaping our experiences and interactions online and offline, there is also a need to consider the devices through which we access these platforms. This chapter provides a look at how technology can change our...
[This chapter explores what it means to be ‘social’ online. We begin with a discussion of the manner in which our online social experiences, expectations, and engagements are enmeshed with extant socio-cultural resources in various ways. The discussion then moves to consider the various ways of...
[This chapter presents a sustained look at data collected from a year-long series of interviews with young people to consider how they framed and understood identity online. The data reveals a number of elements which shape how identity manifests online.]
[Through a sustained engagement with sociological theories of identity and the social, this chapter builds the case for a new theoretical approach to considering identity presentation online. This chapter begins by exploring previous sociological approaches toward identity, specifically focusing...
[This chapter explores what a consideration of the manner in which design influences social experiences online might mean for educational researchers, educators, and pupils. The chapter begins by critiquing the current approaches towards technology in education, particularly highlighting the...
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