Multilingual Composing on Facebook: Defining the “Social” in Social Constructivism and Social Media
Social constructivist theories underpinned nearly all of the seven empirical studies conducted on post-secondary English Language Learners (ELLs) Facebook use. However, researchers have yet to explore the potentially complicated relationship between the term social as education theorists conceive it and the adjective social used to describe online activity on networking sites like Facebook. Does Facebooks rhetorical environment support or undermine the types of interactions that promote learning according to social constructivist models? Analysis shows that the term social in education theories emerges from a paradigm that sees peoples interactions as capable of integration, of uniting learners across cultural and linguistic bounds, while the social activity on social media can be at odds with these goals by encouraging fragmentation and disconnection.
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