Journal of Social Media for Learning (LJMU)
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It\u27s all about the drama! The necessity of critical media literacy in public education
No full textThis paper draws on the experiences of pre-teens and teenagers and their relationships with reality television. Using the lenses of liquid modernity and critical media literacy, I will examine interactions with reality television, and the ways in which young people construct their own meaning and understanding of different forms of media. 
A case study using Instagram to create an online learning environment
No full textAlthough there is a high prevalence of personal distractions/distractors (e.g., social media) in higher education, only a few instructors are implementing them for educational purposes. The present case study explored how Instagram engaged first year students in a Kinesiology class by utilizing hashtag data. Results suggested that greater than half of the class engaged in the online learning environment. Text analysis revealed nearly half of the data was categorized as good feelings, and Instagram posts revealed that students applied course concepts and met learning outcomes. Social network analysis revealed a lack of discussion/communication amongst students, however, conversation appeared to be centralized around the opinion leader (i.e., the instructor), and extended beyond those registered in the class. This case study provided an insight into how distractors, such as social media, may be used to elicit agency, deep learning, reflection, and critical thinking among students in higher education
Editorial: The Journal of Social Media for Learning 2021 Editorial
No full textThe Journal of Social Media for Learning 2021 Editoria
Social Media Usage for Academic Purpose: A Systematic Literature Review 2010 to 2020.: social media use for academic purpose
No full textThe purpose of the study is to provide an up to date estimate global usage of social media for academic purpose between 2010 and 2020. The researcher applied systematic literature review, to explore global literatures on social media. 76 empirical studies relating to social media within 2010 to 2020, out of which 35 literatures that met identified minimum standards were utilized for this study. Proceedings of the findings were documented and discussed in thematic analysis. Findings revealed numerous specific SM tools such as Twitter, Facebook, Blogging, Orkut, Badoo, Sky Blog, Google, LinkedIn, Whatsapp, Skype, My Space, Yahoo messenger, zoom, Academic Community Blogs, online article, bookmaking wikis, lib website for academic and social activities, SkyDrive Google group used by students. The purpose of SM usage identified as a determinant factor to academics and the impacts of social media to learning. Study further identified challenges experienced that may affect the use of SM for academic purpose.
Research limitations: The article reports findings on SM usage were limited to only empirical research literatures focused on social media and students. The wider scope considered global literatures. However, resources like books and other information resources were not included in this study.
Practical implications: The study finding have practical implications in that they can be used as decision and policy model, or a developmental plan in education system to tackle pandemic or related issue in the future considering the 2020 pandemic experience on education system. Social Media use for education purpose can be redesigned into the model of learning in higher institutions.
Originality/ value: Use of social media in learning is gathering momentum among researchers globally. The purpose of SM use for academic purpose has not been explored in literature review approach. Finding of the study will, therefore, inform researchers, academics and institution decision makers on possibility of SM tools for academic purpose
Can Social Media Use Predict Intercultural Knowledge, Attitude, and Skills Among Generation Z? A snapshot from a pre-COVID19 era
No full textThis study was mainly concerned with the intercultural competence of young Emiratis. In particular, it aimed to investigate the possible correlation between social media use and the development of intercultural knowledge, attitude and skills. Conducted towards the end of 2017 and beginning of 2018, 187 female college students revealed their social media use and intercultural competence by responding to an online questionnaire. Preliminary results show some aspects of social media use could possibly be predictive of intercultural competence. Further research is needed to validate the results; however, some teaching and e-learning implications were discussed based on the findings of this study
An interactive social media workshop using Lego® Serious Play®
Full text linkThrough a #SocMedHE19 conference workshop, the aim was to provide a supportive and open way to discuss the use of social media and to explore any concerns or barriers raised; as well as to gain insights into their professional use of different social media in learning and teaching. A generic overview of Twitter, LinkedIn, Snapchat and Flipgrid were given, drawing on examples of our own learning, teaching and sharing practices in our local institutions. We then wanted to engage the delegates (staff and students) to explore these specific tools themselves and consider how they could be utilised in their own practice. An innovative approach was taken to facilitate and capture this discussion using Lego® Serious Play®, Padlet and Flipgrid. This paper considers how effective this interactive approach was and to what extent it encouraged open discussion about the perceived enablers and barriers to using this selection of social media tools.
Key findings highlight the benefits of using social media tools in a classroom setting, enabling participants to increase understanding and confidence of each available tool and exposing them to utilising it in a pedagogical way. The workshop enabled participants to connect with one another, expanding their network and to share potential ideas for learning and teaching. The need for ongoing support for colleagues who are not familiar with the approaches used and implementation in a classroom setting was strongly recommended by participants
A Student approach to using Educational Memes as an outlet to enhance learning.
No full textMemes are visual images, or video clips, often humorous in nature that can be easily (and rapidly) shared via social media.
Having defined memes and their potential within the context of learning environments, this submission is developed from a ‘snap shot’ presentation at the Social Media for learning in Higher education Conference (2019) at Edge Hill University. The work presents a reflective account of the lived experiences of an ex-sixth form (now a first year undergraduate) student on the educational use of ‘memes’ to engage learners and enhance learning.  
Collaborative Conference Reflections: A Visual Journey
No full textUsing imagery from social media in this short piece we present a ‘visual feast’ of fond memories from the Social Media for Learning in Higher Education Conference held on 19th December at Edge Hill University 2019
Online Legal Resources and Their Potential for Visual Learning Inclusivity
No full textoai:openjournals.ljmu.ac.uk:article/353Abstract
The motivation behind this piece is to discuss the factors which relate to forms of legal education. In particular, this poster will examine the concept of the online legal resource. For the purposes of this discussion, the legal research tool under consideration is JustisOne.
The argument of this poster is that legal research tools which are available online mark an important milestone in the advancement of legal education. This benefit emanates from the benefits the online resource format imparts on students, and how it affects issues of diversity, inclusivity and equality.
By diversity, inclusivity and equality, this poster argues that online resources, and their ability to implement and prioritise visual learning elements. This visual learning approach supplants the traditional, and limited, approach to the teaching of law which many universities follow. Studies have highlighted the importance of visual learning in inclusive education, noting that the use of visuals can help to improve learning opportunities in those suffering from conditions such as Dyslexia. Given the international nature of many courses, and the attempts by many colleges to include non-native English speaking students, a visual depiction of information can also help to combat issues surrounding language proficiency
Curation, Connections and Creativity: Reflections on using Twitter to teach digital activism
No full textTwitter’s integration into Higher Education learning environments has created both challenges and opportunities for teachers. The microblogging site can facilitate backchannels enhancing the active learning of students and enabling them to ask their lecturers and peers questions. Yet, there remain concerns about context collapse, the perceived negative impact on classroom engagement, and the limitations of trying to convey complex ideas using 280 characters. There has also been relatively little empirical evidence about the impact of Twitter use on student learning outcomes, especially within Arts and Humanities and Social Sciences. In this paper, I will add to this literature by exploring the three ‘C’s of using Twitter, curation, connectivity and creativity, with reference to my own experience of teaching digital activism over the past decade. First, the microblogging site provides unprecedented opportunities for teachers to curate resources throughout the module, ranging from peer-reviewed journal articles to blogs and videos. Second, new horizontal and vertical connections can be made within the class, as students follow not only each other but also scholars in fields such as digital activism. Third, Twitter helps promote and highlight the creativity of students during in-class exercises such as subvertisements created to critique consumer brands. Finally, I reflect on the challenges of measuring the effectiveness of using Twitter as a ‘backchannel’ for Higher Education teaching. I argue that ‘watching’ may be an underappreciated response to the use of a class hashtag in light of the privacy concerns raised by the use of corporate social media as learning environments
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