Year: 2018
Type: dissertation
Abstract: This study explored how the affordance of social media generates opportunities for students to maximize identity investment and literacy engagement in rolling admission, non-credit adult English language classes at a private language school in Toronto. While research on studentsâ identities and experiences, and use of social media in the classroom exists, there is little research on the use of social media as a medium for creating student identity texts. Thus, this study utilizes social media to involve studentsâ identities and experiences in the classroom by taking an action research oriented case study approach in which data collected in iterative cycles inform the construction of a cross-case comparison of four student participants. Findings indicate that studentsâ identity investment and literacy engagement are maximized when students have agency over posting variables.
Source: TSpace (University of Toronto)
Author: Rebecca Lee Martyn
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2899992587