Twitteracy: Tweeting as a New Literacy Practice

  title={Twitteracy: Tweeting as a New Literacy Practice},
  author={Christine Greenhow and Benjamin Gleason},
  journal={The Educational Forum},
  pages={464 - 478}
Abstract This article defines Twitter tm ; outlines the features, affordances, and common uses; and conceptualizes “tweeting” as a literacy practice, comprising both traditional and new literacies, and impacting both informal and formal learning settings. Also provided is an overview of traditional and new literacies, and insights from a scan of the research literature to date on tweeting as a literacy practice. The authors outline areas for inquiry and the challenges to conducting such… 

New literacies practices of teenage Twitter users

This study is an empirical study into the new literacy practices of five teenage Twitter users on Twitter. Qualitative methods were used to describe the most prominent ways of participating on

So Much More Than Selfies: Twitter for Publication and #OwnVoices Narratives

This paper discusses the advantages of using Twitter in the classroom as a digital creative writing medium and platform for publication of research and writing. We advocate for the inclusion of

Reaping the benefits of using Twitter in advanced language learning

This article will conceptualize the practice of tweeting, in relation to social constructivist theory and to new literacies, in senior high school language classes using CEFR’s B1 and B2 proficiency level tasks.

Joining the Conversation: Twitter as a Tool for Student Political Engagement

This article describes possibilities afforded by using social media, specifically Twitter, as a way to encourage students to join political conversations across the United States and around the

#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K–12 Teachers

Abstract This mixed-methods study explores how K–12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results

Tweet, Tweet!: Using Live Twitter Chats in Social Work Education

Abstract This article focuses on the use of Twitter and how it can be used to help students develop professional social work skills through live chats. An overview of the literature on Twitter in

Formalising the vernacular: Social media skills in higher education

This paper discusses the issue of social media skills using a literacy framework. Firstly, it argues that social media skills are a form of vernacular, or ‘everyday’, literacy and articulates the

Embracing social media for educational linguistic activities

This case study explores the implications of utilising social media as part of specific linguistic activities of language learning that comprise the practice of mundane communication. As part of an

“Think bigger about science”: Using Twitter for learning in the middle grades

Abstract This article examines the use of Twitter as a learning tool in a middle grades science classroom. Relevant research, the direct experience of the teacher leading this unique initiative, and



Facework on Facebook as a new literacy practice

When talking less is more: exploring outcomes of Twitter usage in the large‐lecture hall

This article employs a mixed‐method approach to examine the outcomes produced by using Twitter in a large‐lecture course as a means to assess the pedagogical impact and potential of Twitter’s

Tweet, Tweet, Retweet: Conversational Aspects of Retweeting on Twitter

This paper examines the practice of retweeting as a way by which participants can be "in a conversation" and highlights how authorship, attribution, and communicative fidelity are negotiated in diverse ways.

Central issues in new literacies and new literacies research

This volume begins the important work required to integrate the many insights found in multiple lines of research so that the question of how the Internet and other information and communication technologies alter the nature of literacy is explored in all of the richness and complexity that it deserves.

Teaching Tip: Tweeting the Night Away: Using Twitter to Enhance Social Presence

This teaching tip describes the use of Twitter to encourage freeflowing just-in-time interactions and how these interactions can enhance social presence in online courses and describes instructional benefits of Twitter.

Ambient affiliation: A linguistic perspective on Twitter

The article shows how a typographic convention, the hashtag, has extended its meaning potential to operate as a linguistic marker referencing the target of evaluation in a tweet (e.g. #Obama), which both renders the language searchable and is used to upscale the call to affiliate with values expressed in the tweet.

Instant Messaging, Literacies, and Social Identities

This study examined the functions of Instant Messaging (IM) among seven youths who regularly used this digital technology in their daily lives. Grounded in theories of literacy as a social and

I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience

This article investigates how content producers navigate ‘imagined audiences’ on Twitter, talking with participants who have different types of followings to understand their techniques, including targeting different audiences, concealing subjects, and maintaining authenticity.

Weblogs and Literary Response: Socially Situated Identities and Hybrid Social Languages in English Class Blogs

Students engaged in literary response on weblogs they wrote and maintained for an 11th-grade English class. Three focal students, all members of a “regular” American Literature class in a school that

New Literacies: Everyday Practices and Classroom Learning

The authors look at how digital technologies and new forms of mobile communications have been embraced by young people and integrated into their everyday lives and argue that schools ignore some of these trends at their peril.