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… Expand
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 onExpand
Thinking in hashtags: exploring teenagers’ new literacies practices on twitter
ABSTRACT This research investigates how three high school students in the USA developed new literacies practices through their participation in teenage Twitter. Data was collected from two sources,Expand
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 ofExpand
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. Expand
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 theExpand
#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 resultsExpand
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 inExpand
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 anExpand
Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature
  • J. Nagle
  • Sociology
  • Teaching and Teacher Education
  • 2018
Abstract Multiliteracies and new literacies pedagogies advocate for expanded ideas of literacy, which focus heavily on the use of digital technologies within the classroom. Yet there is littleExpand
“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, andExpand


Facework on Facebook as a new literacy practice
  • J. Davies
  • Psychology, Computer Science
  • Comput. Educ.
  • 2012
Continuities of the teenagers' interactions were traced across the domains of school, home and Facebook and were found to reflect both 'traditional' and new ways of self presenting and of 'doing friendship'. Expand
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’sExpand
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. Expand
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. Expand
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. Expand
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. Expand
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 andExpand
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. Expand
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 thatExpand
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. Expand