Facework on Facebook as a new literacy practice
Computers & Education Volume 59, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
This paper focuses on 25 UK teenagers’ language and literacy practices on Facebook; it draws on data from interviews as well as from Facebook ‘walls’. To explore whether Facebook provides opportunities for new literacy practices through text-making, the research considers how teenagers use the site to present themselves and ‘do friendship’. Continuities of the teenagers’ interactions were traced across the domains of school, home and Facebook and were found to reflect both ‘traditional’ and new ways of self presenting and of ‘doing friendship’.
Davies, J. (2012). Facework on Facebook as a new literacy practice. Computers & Education, 59(1), 19-29. Elsevier Ltd.
Cited ByView References & Citations Map
Sarah Galvin & Christine Greenhow, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 138–146
Su-Yen Chen, Hsin-Yu Kuo & T.C. Hsieh
Computers & Education Vol. 134, No. 1 (June 2019) pp. 119–131
Factors that influence the perceived advantages and relevance of Facebook as a learning tool: An extension of the UTAUT
Toms Escobar-Rodrguez, Elena Carvajal-Trujillo & Pedro Monge-Lozano, University of Huelva
Australasian Journal of Educational Technology Vol. 30, No. 2 (May 13, 2014)
Exploring Pre-service Teachers’ Awareness on Using Social Networking Sites: Are they ready for digital citizenship?
Praweenya Suwannatthachote, Chulalongkorn University, Thailand
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2594–2600
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.