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    Rights statement: This is the author’s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 33, 2017 DOI: 10.1016/j.iheduc.2016.12.002

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Being knowledge, power and profession subordinates: students' perceptions of Twitter for learning

Research output: Contribution to journalJournal article

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Being knowledge, power and profession subordinates : students' perceptions of Twitter for learning. / Lackovic, Natasa; Kerry, Roger; Lowe, Rachel; Lowe, Tony.

In: Internet and Higher Education, Vol. 33, 04.2017, p. 41-48.

Research output: Contribution to journalJournal article

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Lackovic, Natasa ; Kerry, Roger ; Lowe, Rachel ; Lowe, Tony. / Being knowledge, power and profession subordinates : students' perceptions of Twitter for learning. In: Internet and Higher Education. 2017 ; Vol. 33. pp. 41-48.

Bibtex

@article{f4728535a7a341a6b20357d43c0ce154,
title = "Being knowledge, power and profession subordinates: students' perceptions of Twitter for learning",
abstract = "Further conceptualisations are needed that consider students' actual engagement with and perceptions of Twitter for learning. To address this gap, an optional Twitter learning activity was created for a UK-based cohort of Year 1 Physiotherapy students. However, students did not contribute in this medium. Forty-three participating students were surveyed, and two focus groups held. These methods explored: 1) the frequency of student self-initiated use of social media, focusing on Twitter, 2) students' perceptions of Twitter, and 3) factors that would discourage or facilitate students' use of Twitter for learning. Results suggest students perceive Twitter as a platform where student knowledge and power is subordinated to leading Twitter users from relevant disciplines or professions, but also as a platform for enhancing career/business. To this end, a {\textquoteleft}digital information activation{\textquoteright} (Dig-Info-Act) pedagogy for social media is suggested: that is, a pedagogical orientation towards a critical analysis of and acting upon social media information.",
keywords = "Social Media, Twitter, Learning, Higher Education, Critical Pedagogy, Social Justice",
author = "Natasa Lackovic and Roger Kerry and Rachel Lowe and Tony Lowe",
note = "This is the author{\textquoteright}s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 33, 2017 DOI: 10.1016/j.iheduc.2016.12.002",
year = "2017",
month = apr
doi = "10.1016/j.iheduc.2016.12.002",
language = "English",
volume = "33",
pages = "41--48",
journal = "Internet and Higher Education",
issn = "1096-7516",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - Being knowledge, power and profession subordinates

T2 - students' perceptions of Twitter for learning

AU - Lackovic, Natasa

AU - Kerry, Roger

AU - Lowe, Rachel

AU - Lowe, Tony

N1 - This is the author’s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 33, 2017 DOI: 10.1016/j.iheduc.2016.12.002

PY - 2017/4

Y1 - 2017/4

N2 - Further conceptualisations are needed that consider students' actual engagement with and perceptions of Twitter for learning. To address this gap, an optional Twitter learning activity was created for a UK-based cohort of Year 1 Physiotherapy students. However, students did not contribute in this medium. Forty-three participating students were surveyed, and two focus groups held. These methods explored: 1) the frequency of student self-initiated use of social media, focusing on Twitter, 2) students' perceptions of Twitter, and 3) factors that would discourage or facilitate students' use of Twitter for learning. Results suggest students perceive Twitter as a platform where student knowledge and power is subordinated to leading Twitter users from relevant disciplines or professions, but also as a platform for enhancing career/business. To this end, a ‘digital information activation’ (Dig-Info-Act) pedagogy for social media is suggested: that is, a pedagogical orientation towards a critical analysis of and acting upon social media information.

AB - Further conceptualisations are needed that consider students' actual engagement with and perceptions of Twitter for learning. To address this gap, an optional Twitter learning activity was created for a UK-based cohort of Year 1 Physiotherapy students. However, students did not contribute in this medium. Forty-three participating students were surveyed, and two focus groups held. These methods explored: 1) the frequency of student self-initiated use of social media, focusing on Twitter, 2) students' perceptions of Twitter, and 3) factors that would discourage or facilitate students' use of Twitter for learning. Results suggest students perceive Twitter as a platform where student knowledge and power is subordinated to leading Twitter users from relevant disciplines or professions, but also as a platform for enhancing career/business. To this end, a ‘digital information activation’ (Dig-Info-Act) pedagogy for social media is suggested: that is, a pedagogical orientation towards a critical analysis of and acting upon social media information.

KW - Social Media

KW - Twitter

KW - Learning

KW - Higher Education

KW - Critical Pedagogy

KW - Social Justice

U2 - 10.1016/j.iheduc.2016.12.002

DO - 10.1016/j.iheduc.2016.12.002

M3 - Journal article

VL - 33

SP - 41

EP - 48

JO - Internet and Higher Education

JF - Internet and Higher Education

SN - 1096-7516

ER -