Keywords

Social media, identity, pedagogy, literacy, blogging, innovative, assessment, masters level, curatorship

Abstract

The widespread uses of social media have been celebrated as a unique opportunity to redesign innovative learning environments that position students at the center of a participatory, multiliteracy and peer learning experience. This article problemitizes the connection between the social uses of new media and relevant educational practices and proposes more rigorous theoretical frames that can be used to guide future research into the role of social media in education. This article reports on a case study of a small group of students who use an online module to study media, culture and communication as part of a wider master’s programme. The students were invited to reflect in a more reflexive and theoretical manner than is commonly used in a standard course evaluation about their experiences of engaging with social media as both the medium and the subject of the course. The article discusses the student experience as it unfolded in the context of an assessed piece of project work. In discussing the findings the authors locate the arguments in the context of debates about new literacies, pedagogy and social media as well as in an emergent theory of self-curatorship as a metaphorical frame for understanding the production and representation of identity in digital media.

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Potter, J., & Banaji, S. (2012). Social media and self-curatorship: Reflections on identity and pedagogy through blogging on a masters module. [Medios sociales y autogestión del perfil digital: identidad y pedagogía con blogs en un máster]. Comunicar, 38, 83-91. https://doi.org/10.3916/C38-2012-02-09

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