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CFP: An Education In Facebook?
Along with my colleagues Mike Kent and Clare Lloyd we’re working on an edited collection about the joys, perils and uses of Facebook in higher education (of any sort). Here’s the CFP (call for papers) if you’re interested. Please feel free to distribute this post wide and far if you’d be so kind!
An Education in Facebook?
Higher Education and the World’s Largest Social NetworkEditors: Dr Mike Kent, Dr Tama Leaver and Dr Clare Lloyd, Internet Studies, Curtin University
Abstract Submission Deadline 18 January 2013
Full Chapters Due 31 May 2013
We are soliciting chapter proposals for an edited collection entitled An Education in Facebook? This edited collection will focus on the relationship between Facebook and Higher Education. Facebook first emerged in 2004 as a social network for students studying at universities in the United States. It soon grew beyond North America, and beyond the confines of student networking. Having evolved initially as a student social space the platform continues to play a prominent role in the lives of many students and staff at higher education institutions.
The collection will explore the use of Facebook the higher education environment as both a social space, and also its growing use as part of teaching and learning processes, both formally and informally. From students creating informal social groups around a course of study or particular unit, and dedicated online study groups, to the use of Facebook as a formal venue for teaching, we are seeking chapters that explore these and related areas.
Is there an appropriate place for Facebook in formal higher education? What are the tensions between private and professional spaces online for students and teachers and what are the potential dangers of unintentional overlap? What are appropriate roles and responsibilities for staff, students and institutions in relation to the social network? What are the dangers of moving important aspects of the higher education learning environment to an external company that exploits social interaction for profit? How is the shift to online learning in many institutions complemented or challenged by mobile uses of social networks, including app use on smartphones and tablets? This book will explore these and other topics interrogating the contemporary role of Facebook in Higher Education.
Some suggested topics (which are by no means exhaustive):
- · Facebook and/as/or Learning Management Systems?
- · Facebook as support network (for online and overseas learners, for example)
- · Teacher-led Facebook uses as in/formal learning
- · Student-led Facebook uses as in/formal learning
- · Case studies of Facebook implementation in formal learning
- · Informal versus formal learning online
- · Social networks and the flipped classroom
- · Context collapse
- · Privacy issues in social network use
- · Copyright issues in social network use
- · Mobile learning
- · The Facebook App in education
- · Roles and boundaries in networked learning
- · Facebook as a backchannel (either positive or disruptive)
- · The politics of ‘friending’ in staff and student relations
- · Examples of innovative Facebook integration in higher education
- · Whether Facebook has a place in formal education
- · MOOCs and Facebook
- · Comparative uses of Facebook and other online networks (eg Twitter)
Submission procedure:
Potential authors are invited to submit chapter abstract of no more than 500 words, including a title, 4 to 6 keywords, and a brief bio, by email to both Dr Mike Kent <m.kent@curtin.edu.au> and Dr Tama Leaver <t.leaver@curtin.edu.au> by 18 January 2013. (Please indicate in your proposal if you wish to use any visual material, and how you have or will gain copyright clearance for visual material.) Authors will receive a response by February 15, 2013, with those provisionally accepted due as chapters of no more than 6000 words (including references) by 31 May 2013.
About the editors:
The three editors are from the Department of Internet Studies at Curtin University. Dr Mike Kent’s research focus is on people with disabilities and their use of, and access to, information technology and the Internet. He recently co-authored the monograph Disability and New Media (Routledge, 2011). His other area a research interest is in higher education and particularly online education. Dr Tama Leaver researches online identities, digital media distribution and networked learning. He previously spent several years as a lecturer in Higher Education Development, and is currently also a Research Fellow in Curtin’s Centre for Culture and Technology. His recent book is Artificial Culture: Identity, Technology and Bodies (Routledge, 2012), and he is currently co-authoring a monograph entitled Web Presence: Staying Noticed in a Networked World. Dr Clare Lloyd specialises in mobile communication and mobile media. Her recent publications include the co-authored papers ‘Consuming apps: the Australian woman’s slow appetite for apps’ (2012); and ‘Fun and useful apps: female identity construction and social connectedness using the mobile phone’ apps’ (2012).
Facebook, Student Engagement, and the ‘Uni Coffee Shop’ Group
Here are the final slides and audio from Internet Research 13 in MediaCityUK, Salford. My last paper ‘Facebook, Student Engagement, and the ‘Uni Coffee Shop’ Group’ was presented as part of a panel about Facebook and Higher Education which also featured work by my collegues Mike Kent, Kate Raynes-Golide and Clare Lloyd.
The abstract:
While the curriculum, lecturers and tutors teaching Internet Communications via Open Universities Australia (OUA) have been engaging with students for several years using Twitter (see Leaver, 2012), in the past Facebook had been largely left alone since this was viewed as a more casual space where students might interact with each other, but not with teaching staff. However, in the last two years, more and more students have created groups to use Facebook as a discussion space about their units, often attracting a significant proportion of students from that unit. While these groups are important, of even more interest is the establishment of the group called the ‘Uni Coffee Shop’. Unlike the unit-specific groups, the Coffee Shop group, established by two Internet Communications students but open to anyone studying online via OUA, affords group support, social connectivity and a persistent online space for conversation which does not disappear or grow stagnant when students complete a specific unit.
This paper will outline an investigation into the effectiveness of the Uni Coffee Shop group as a student-created space for engagement and informal learning. Three modes of inquiry were used: a textual analysis of the common topics of discussion in the group over several months; a quantitative survey of members of the Coffee Shop group; and several follow-up qualitative interviews with Coffee Shop group members, including the two students who administer the group. In addition, the paper includes the perspectives of teaching staff who have been invited to join the group by students and who, at times, answer specific questions and engage with students in a less formal manner. In detailing the results of these mechanisms, this paper will argue that fostering student-run spaces of engagement using Facebook can be a very effective means to create spaces of engagement and informal learning (Krause & Coates, 2008; Greenhow & Robelia, 2009); the support students give each other can persist over the length of an entire degree; and teaching staff engaging with students in their space, often on their terms, can create a better rapport and a stronger sense of connectivity over the length of a student’s entire degree (and potentially beyond). A student-run Facebook group also provide a space where teaching staff and students can interact using the affordances of Facebook without staff having to explicitly ‘friend’ students (something many staff are reluctant to do for a range of reasons).
References
Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social networks. Learning, Media and Technology, 34(2), 119 – 140.
Krause, K., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. doi:10.1080/02602930701698892
Leaver, T. (2012). Twittering informal learning and student engagement in first-year units. In A. Herrington, J. Schrape, & K. Singh (Eds.), Engaging students with learning technologies (pp. 97–110). Perth, Australia: Curtin University. Retrieved from http://espace.library.curtin.edu.au/R?func=dbin-jump-full&local_base=gen01-era02&object_id=187303
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