Social Scholars: Re-envisioning Graduate Education in the Age of Social Media
PROCEEDING
Christine Greenhow, Holly Marich, K. Bret Staudt Willet, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper reports findings from a mixed methods study of whether and how doctoral students understand and practice social scholarship within the context of a required graduate course. Our conceptualization of social scholarship re-envisions Boyer’s (1990) four domains of scholarly activity in light of social media affordances: discovery, integration, application, and teaching. Major aspects of this paper include insights on (a) how graduate students understand the concept of social scholarship, (b) how they applied social scholarly practices (skills, knowledge, attitudes) in the context of the course, and (c) the nature of their application. Insights generated will appeal to those interested in examining the theory and design of graduate student learning and faculty development for changing social and technological contexts.
Citation
Greenhow, C., Marich, H. & Staudt Willet, K.B. (2017). Social Scholars: Re-envisioning Graduate Education in the Age of Social Media. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 856-861). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/177363/.
© 2017 Association for the Advancement of Computing in Education (AACE)
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