Leveraging Social Media and Scholarly Discussion for Educator Empowerment

Kolber, S; Nicoll, S; McGraw, K; Gaube, N; Heggart, K

Leveraging Social Media and Scholarly Discussion for Educator Empowerment

Kolber, S Nicoll, S McGraw, K Gaube, N Heggart, K

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Publisher:: Edith Cowan University
Publication Type:: Journal Article
Citation:: Australian Journal of Teacher Education, 46, (11), pp. 37-53

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Field	Value	Language
dc.contributor.author	Kolber, S
dc.contributor.author	Nicoll, S
dc.contributor.author	McGraw, K
dc.contributor.author	Gaube, N
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.date.accessioned	2022-01-16T22:50:07Z
dc.date.available	2022-01-16T22:50:07Z
dc.identifier.citation	Australian Journal of Teacher Education, 46, (11), pp. 37-53
dc.identifier.issn	1835-517X
dc.identifier.uri	http://hdl.handle.net/10453/153182
dc.description.abstract	<jats:p>This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators</jats:p>
dc.language	en
dc.publisher	Edith Cowan University
dc.relation.ispartof	Australian Journal of Teacher Education
dc.relation.isbasedon	10.14221/ajte.2021v46n11.3
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.title	Leveraging Social Media and Scholarly Discussion for Educator Empowerment
dc.type	Journal Article
utslib.citation.volume	46
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	open_access	*
dc.date.updated	2022-01-16T22:50:06Z
pubs.issue	11
pubs.publication-status	Published online
pubs.volume	46
utslib.citation.issue	11

Abstract:

This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators

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http://hdl.handle.net/10453/153182