000			04018cam a2200445Ii 4500
001			BRILL9789463007023
003			nllekb
005			20260610105220.0
007			cr un uuuua
008			190403s2016 gw sb 001 0 eng d
020			_a9789463007023 _q(electronic book)
020			_z9789463007016 _q(print)
024	7		_a10.1007/978-94-6300-702-3 _2DOI
035			_a(OCoLC)959617537
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1044.87
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a371.33446778 _223
100	1		_aDavis, Janine S., _eauthor.
245	1	0	_aBuilding a Professional Teaching Identity on Social Media : _bA Digital Constellation of Selves / _cJanine S. Davis.
264		1	_aLeiden, _aBoston : _bBrill | Sense, _c2016.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references and index.
505	0	0	_aPreliminary Material -- Why Social Media? -- Research Support and Conceptual Framework -- Social Media -- Professional Development Opportunities on Social Media -- Social Media in the Classroom -- Developing an Identity on Social Media -- Developing a Professional Identity on Social Media -- Effects of Your Emerging Identity -- Methods of the Study -- Findings -- Case Study One -- Case Study Two -- Case Study Three -- Case Study Four -- Cross-Case Analysis and Discussion -- Implications -- Conclusions and Next Steps -- References.
506			_aAvailable to subscribing member institutions only.
520			_aAs social media use explodes in popularity, teachers can now share resources and interact with a broad international audience of colleagues, scholars, students, and the general public. Teachers use sites such as Twitter to develop and hone their professional identities and manage others’ impressions of them and their work. This text draws on extensive research to provide guidance about teachers’ use of social media for professional development and identity formation. A conceptual framework drawing on Goffman’s Theory of the Presentation of Self in Everyday Life and research into how users interact online informed the case studies of preservice teachers’ experiences with social media. A secondary function of the book is to guide teachers through the process of conducting action research projects in their own classrooms. Use of social media involves more than just sharing links or scattered thoughts; savvy users consider a wide variety of methods and forms of interaction. This text shares research-based best practices for these forms of information sharing, including the effects of these practices on different audiences. Twitter and other forms of social media offer an easily accessible, free mode of communication; however, while asking a question and obtaining answers from people all over the globe is exciting, and while this process can be empowering for both the questioner and the responder, it can also be problematic as viewed from a quality control perspective. Is the information accurate? Does it reflect research-based best practices? What are some of the ways that teachers can and should form personae and identities on social media? What are the risks? This text chips away at these crucial questions.
650		0	_aInternet in education.
650		0	_aTeachers _xSocial aspects.
650		0	_aSocial media _xEducation.
650		0	_aDigital communications _xSocial aspects.
776	0	8	_iPrint version: _tBuilding a Professional Teaching Identity on Social Media: A Digital Constellation of Selves _dLeiden, Boston : Brill | Sense, 2016, _z9789463007016
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6300-702-3
999			_c27880 _d27880