Twitteracy: Tweeting as a New Literacy Practice
Educational Forum Volume 76, Number 4, ISSN 0013-1725
This article defines Twitter[TM]; outlines the features, affordances, and common uses; and conceptualizes "tweeting" as a literacy practice, comprising both traditional and new literacies, and impacting both informal and formal learning settings. Also provided is an overview of traditional and new literacies, and insights from a scan of the research literature to date on tweeting as a literacy practice. The authors outline areas for inquiry and the challenges to conducting such research.
Greenhow, C. & Gleason, B. (2012). Twitteracy: Tweeting as a New Literacy Practice. Educational Forum, 76(4), 464-478.
- computer literacy
- computer mediated communication
- Computer Uses in Education
- Educational Research
- Electronic Publishing
- Elementary Secondary Education
- higher education
- Influence of Technology
- Informal Education
- Literature Reviews
- Multiple Literacies
- Research Needs
- social networks
- Web 2.0 Technologies
- Web Sites
Cited ByView References & Citations Map
Dianne Forbes, The University of Waikato
The International Review of Research in Open and Distributed Learning Vol. 18, No. 7 (Nov 29, 2017)
Tweeting in the Time of Terrorism: Who Participates in a French Hashtag-based Affinity Space, Where, and How?
Spencer P. Greenhalgh & Matthew J. Koehler, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 614–619
Spencer P. Greenhalgh, Joshua M. Rosenberg & Leigh Graves Wolf, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2044–2049
What We’ve Got Here is Failure to Communicate: Social Media Best Practices for Graduate School Programs
Joshua Rosenberg, Colin Terry, John Bell, Virginia Hiltz, Tracy Russo & The EPET Social Media Council, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1340–1345
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