Social+Media

Members:

 * Kealii Ballao
 * Chelsea Ah Nee
 * Mia Beatty
 * Sean Walsh

** Example **

 * Citation ** : Cavanaugh, T. W. (2006). The digital reader: Using e-books in K-12 education. Washington, DC: International Society for Technology in Education (ISTE).
 * Location ** : free preview in Google books
 * Notes ** : a bit dated but good overview from major professional association
 * Poster ** : ch

The viability of using social media to provide online tutoring services from a post-secondary academic support learning center.
 * The following are articles in support of my topic:**
 * Poster**: Kealii Ballao


 * 1) Citation:** Baird, D. E., & Fisher, M. (2006). Neomillennial user experience design strategies: utilizing social networking media to support “always on” learning styles. //Journal of Educational Technology Systems, 34//(1), 5-32. Journal of Educational Technology Systems.


 * Location**: Academic Search Premier


 * Annotation**: The article identifies the learning requirements of pedagogy and andragogy. For pedagogy learning, the student acquires knowledge directly from teachers with strict guidelines on what, where, when why, and how that concept is applied. In andragogy, the learners already possess a resource of skills and the learner wants to learn skills that are applicable in problem based learning, they also find learning skills that support social interaction as a requirement. As technology advances, the andragogy learners are faced with finding applicability with web-based tools that fulfill a social requirement, but are conflicted with pedagogical instruction that removes the social context of learning.

The authors are able to identify protagonists and antagonists in the implementation of social media and social learning to fit the andragogy requirements for learning. They also are able to provide connections between Gagne's 9 events of instructions with online learning. I find this article very relevant in promoting social media integration in higher educational tutoring methods.


 * 2) Citation:** Bennett, S., & Marsh, D. (2002). Are we expecting online tutors to run before they can walk? //Innovations in Education & Teaching International, 39//(1), 14-20. Routledge.


 * Location**: Academic Search Premier


 * Annotation**: In creating an online tutoring service, the tutors need to be trained on online teaching methods. The article identifies key requirements in any online tutoring implementation program: training support for new tutors in online tutoring, a community of practice to support learners, collaborative environments for supporting tutoring skills. The article is very applicable for the research project because it identifies issues with transitioning to online tutoring from a traditional classroom environment. Furthermore, all sources cited in the article are from other peer-reviewed scholarly journals.


 * 3) Citation**: Brooks, L. (2009). Social learning by design: the role of social media. //Knowledge Quest, 37//(5), 58-60. Knowledge Quest.


 * Location**: Academic Search Premier


 * Annotation**: The author identifies the need for implementing awareness and a critical perspective towards technology integration. Though the article focuses on secondary, and elementary education, it is a good article to provide anecdotal evidence for pedagogical change in teacher interaction.


 * 4) Citation**: Calderwood, B. J. (2009). Learning center issues, then and now: an interview with Frank Christ. //Journal of Developmental Education, 32//(3), 24-27. Journal of Developmental Education.


 * Location**: Academic Search Premier


 * Annotation**: In an interview, Frank Christ who has created a learning center model from 1979, examines the need for Learning Assistance Centers to integrate technology to meet the needs of the changing demographic. This a good article to demonstrate the need for learning centers to modify tutoring methods to an online social media form. The article also provides support websites for learning centers, and best practices in learning center operations. National organization are identified that certify learning center’s services.


 * 5) Citation**: Diziol, D., Walker, E., Rummel, N., & Koedinger, K. R. (2010). Using intelligent tutor technology to implement adaptive support for student collaboration. //Educational Psychology Review, 22//(1), 89-102. Educational Psychology Review.


 * Location**: Academic Search Premier


 * Annotation**: The article describes action research with tutoring scripts as a form of interactive engagement for the learner. Though the article focuses on a mathematical tutoring situation, the article can be applicable as a method of transitioning face-to-face tutoring to online tutoring.


 * 6) Citation**: Ganis, F. (2009). “Social learning” buzz masks deeper dimensions: mitigating the confusion surrounding “social learning.” Online Submission. Online Submission.


 * Location**: Academic Search Premier


 * Annotation**: The article clearly defines social learning in the context of behavioral psychology. The author describes modern social media technologies as being grouped together and inappropriately named as social learning. He also identifies the need for standardizing social media software pedagogies like how television, projectors, and whiteboards have been standardized in modern classrooms. He states that security is still an issue towards the non-implementation of social media pedagogy. The article is very relevant for the action research topic because it identifies the growing need for social media standardization in educational contexts. However the article is not peer reviewed nor from a scholarly publication, it is a researched report with valid references.


 * 7) Citation**: Hanson, T. L., Drumheller, K., Mallard, J., McKee, C., & Schlegel, P. (2010). Cell phones, text messaging, and Facebook: competing time demands of today’s college students. //College Teaching, 59//(1), 23-30. doi:10.1080/87567555.2010.489078


 * Location**: Academic Search Premier


 * Annotation**: The article profiles millennial students and their need for social interaction. He states that millennial student thrive in social collaboration, but tend to prioritize work based on short cuts. Many millennial students are in constant need for time management skills, and goal prioritizing. These students see their time as a form of monetary token where they must economize their amount of time spend of all activities. Social activities such as texting, visiting social networking sites, provides these students with the social connection need, while still economizing their time for other activities.


 * 8) Citation**: Hung, H.-T., & Yuen, S. C.-Y. (2010). Educational use of social networking technology in higher education. //Teaching in Higher Education, 15//(6), 703-714. Teaching in Higher Education.


 * Location**: Academic Search Premier


 * Annotation**: The article identifies communities of practice as crucial for learning environments. On the web, the social networking website is the same form of a community of practice. He also states that social networking tools are best implemented with integration with existing face-to-face interaction. The article is highly relevant to the action research topic because of supporting social networking as a form of communities of practice that supports higher learning.

Sean's Feedback: Aloha Kealii. Wow, 8 articles? Very ambitious! The thing I noticed first in yours was the location for the citation. I believe that not only do you need to specify the search tool you utilized, I think yours are also Academic Search Premier (citation 5 has not location specified), but also the journal in which the article derives. This would mean that for citation 8 your location would look like "Academic Search Premier - Teaching in Higher Education". Hope this is helpful.

Kealii's Response to Sean's Feedback: Thanks for catching citation number 5. Also, I didn't add that extra bit of information to each Location because I was lazy. I admit it. The journal is listed with in the citation, so I figured it was redundant information. I actually have 14 articles that I've found, but I still need help on filtering that down to 10. I'm going to work with in the Social Media topic area, but I want to find research on tutoring and social media... which is ZILTCH! So I'm going to have to find articles that are close enough.

Well I understand about difficulty in finding applicable articles. I wanted to do social media for workplace support but haven't found anything. As an alternate I'd kind of like to explorer the effects of social media on individuals work ethic as one of my articles discusses but there isn't really anything else on that either. 14 articles lazy, ha! Single ha though.

**Citation:** Walling, D. R. (2009). Idea networking and creative sharing. //Techtrends: Linking Research & Practice To Improve Learning//, //53//(6), 22-23. doi:10.1007/s11528-009- 0339-x **Location:** Academic Search Premier – TechTrends **Notes:** This article focuses on the pros and cons of social networking in education. **Annotation:** The author who is a longtime educator, writer, and editorial consultant has written a six-part series of articles on social networking. The author states the two sides: the educators and policy makers who view social networking as disruptive to the education process and the other side are educators who see the potential for developing productive peer communication and exchange of ideas. He points out the various tools the Internet has to offer to support student inquiry and learning, from Documentary Films.NET to such popular networks as YouTube. He points out the benefits of being able to see what students’ peers are creating across the globe. He explains how Web 2. has expanded students experiential repertoire through reading and writing on blogs and seeing and hearing the creation of others. He concludes that teachers who use such media in the classroom can expand students’ awareness of previously unfamiliar production techniques but to be careful to not violate the legal protections of copyright and trademark. **Poster:** Mia

**Citation:** Ellison, N. & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and Impact on comprehension. //Journal of Educational Multimedia and Hypermedia, 17//(1), 99-122. **Location:** EdITLib Digital Library- Journal of Educational Multimedia and Hypermedia **Notes:** This article studies the use of blogging in the classroom as a tool to encourage feedback and reflections. **Annotation:** This article explores student perceptions of blogging in the classroom regarding which specific characteristics of educational blogging are most helpful for understanding course content and other aspects of instructional blogging experience. This study used an undergraduate upper-level nonrequired course at a large midwestern university focusing on the social impacts of technology. Data collection took place over one semester. There were 68 undergraduates in the course, most of the respondents being juniors or seniors. The students were required to complete six writing assignments for the course; three of them were to be posted online for peer feedback. The author found that Internet-based communication technologies allow students to create and share their writing, as opposed to merely consuming texts selected by the instructor. The feedback and interactivity was a significant part of the blogging experience. Some of the limitations the author noted were that all students were from the same university and were primarily telecommunication majors. They were also not able to tell if there was a bias as to who participated in the study. The author concluded that students need explicit guidelines in regards to defining their positions and reflecting on their ideas in the context of others’ writing. That blogging will not independently increase student learning, sound instructional techniques must be developed and practiced in order to achieve increased student learning. **Poster**: Mia

**Citation:** Bloch, J. (2007). Abdullah’s blogging: a generation 1.5 student enters the blogosphere. //Language Learning & Technology, 11//(3),128-141. **Location:** Directory of Open Access Journals – Language learning & technology **Notes:** This article focuses on using blogs to generate ideas and contribute to development of academic papers in Somali. Good but it focuses on language learners in other countries. **Annotation:** The author teaches ESL composition at the Ohio State University has focuses on the use of blogs in an L2 writing course concentrating on the controversies surrounding plagiarism. His focus is generation 1.5 students. These are foreign students (Asian and East African in this study) who have been partly raised and educated in their home culture and partly in the US high school system. Theses students speak, write, and read in their own language as well as English. With this group, they wanted to see if blogging could be a means to improve their academic writing. The author focused on one Somali immigrant student, who was one of three immigrants placed in this post-admission L2 composition class. The goals of the blogs were for the student to write using a variety of genres both personal and academic. They found that blogging fosters a sense of community if only for a short time. The other goal was for students to think critically about plagiarism as in D. Wallings article at the top. The approach used was based on research on how knowledge is created in a social context and how the writing process reflects this knowledge creation process (Olson, 1999). The author only gave a brief analysis of his conclusion of whether their approach was successful. The student studied did progress well over the course but there is still less evidence that the blogging helped him with aspects of his writing. **Poster:** Mia

<span style="font-family: 'Times New Roman',Times,serif;">**Citation:** Hobbs, R. (2004). A review of school-based initiatives in media literacy education. //The American Behavioral Scientist, 48//(1), 42-59. doi: 686488611 <span style="font-family: 'Times New Roman',Times,serif;">**Location:** ABI/INFORM Global (Legacy Platform)- American behavioral scientist <span style="font-family: 'Times New Roman',Times,serif;">**Notes:** This article reviews teachers’ motivations for implementing media literacy in K-12 education, as well as concerns of using popular media in the classroom. <span style="font-family: 'Times New Roman',Times,serif;">**Annotation:** When teachers use 21st century technology based programs in the classroom they create a student-involved classroom. The author investigates K-12 educators who have implemented media literacy in their classroom and the motivation behind it. The teachers who have realized that standing in front of the classroom lecturing on a topic does not foster a learning environment for students who spend most of their time online. These teachers have started to look for instructional tools and lesson plans on the topic that create learning environments where students can learn about the media and express their views and ideas. Teachers have moved from being on the stage to guiding students to be critical thinkers on their own. The author studied elementary education, secondary English language arts, and media production educators. The author concluded that many teachers are still more or less the same as they were when they first started teaching 25 years ago because of money not available for the technology or they do not have the time to perceive the need for it. Yet, the study showed that media literacy can promote student learning through thoughtful reflection about “what works and why” in the classroom. <span style="font-family: 'Times New Roman',Times,serif;">**Poster:** Mia

<span style="font-family: 'Times New Roman',Times,serif;">**Citation:** Schwartz, H. L. (2009). Facebook: the new classroom commons?. //Chronicle of Higher Education, 56//(6), B12-B13. <span style="font-family: 'Times New Roman',Times,serif;">**Location:** Acedemic Serach Premiere – Chronicle of Higher Education <span style="font-family: 'Times New Roman',Times,serif;">**Notes:** This article discusses the possible uses of Facebook in academic context. <span style="font-family: 'Times New Roman',Times,serif;">**Annotation:** You know what is going on in a friend or colleagues life not because you’ve talked to them in the past few days but because they have posted their “status” on their Facebook page. Facebook is known for it’s social networking amongst friends, colleagues, friends or friends, and friends of friends friends. Schwartz, who is an assistant professor of professional leadership at Carlow University, asks the question; can Facebook be useful in the context of academic relationships, specifically with students? As a professor with an active Facebook page, her students became friends and she noticed their status updates would sometimes post their frustrations with her homework assignments. From then, she began to respond to students and from then began mentoring them through Facebook, texting, email, and instant messaging. She developed guidelines as to how she would respond to certain questions and that she would not respond after certain hours. In conclusion she found that being available to students via email, texting, or Facebook, students appreciate the accessibility and respect the boundaries.

<span style="font-family: 'Times New Roman',Times,serif;">**Poster:** Mia


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Citation: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Grensing-Pophal, L. (2009). Social media helps out the help desk. EContent, 32(9), 36-41.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Location: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Academic Search Premier - EContent
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Annotation: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Although it is more common to see social media tools such as Twitter or Facebook being utilized recreationally, some businesses have begun to employ these powerful devices. Social media has the potential to, not only provide customer support by creating a network of customers and employees, but also allow an avenue for sharing other types of related advice and events. Grensing-Pophal investigates how a few various companies that have made use of social media in their business and compared it to the traditional help desk. Through social media there is greater collaboration between the company and the consumer which allows for a potentially greater experience. The conclusion was that it can not currently replace the need for customer support positions, however, a social network does help to ease the load on support staff.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Poster: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Sean Walsh


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Citation: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Kidwai, S. (2010). How to mobilize students using social media. Techniques: Connecting Education & Careers, 85(3), 8-9.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Location: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Academic Search Premier - Techniques: Connecting Education & Careers
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Annotation: ** <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Because of widespread popularity of social media sites they have become an invaluable tool to gain support for causes and raise awareness. Kidwai studies the ways in which recent educational causes have made use of these powerful devices and their impact on legislation. There is a great importance on finding the relevant social media tool to the target population. The article summed up the conclusion that educators and administrators need to be constantly resourceful and evolving with societal trends and budget restrictions.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Poster: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Sean Walsh


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Citation: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Kim, P., Ng, C. K., & Lim, G. (2010). When cloud computing meets with semantic web: A new design for e-portfolio systems in the social media era. <span style="font-family: 'Verdana','sans-serif';">British Journal of Educational Technology, 41 (6), 1018-1028. doi:10.1111/j.1467-8535.2010.01055.x
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Location: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Academic Search Premier - British Journal of Educational Technology
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Annotation: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Consistent with the progression of technology, e-portfolios have emerged as commonplace solutions to the typical portfolio. These samplings of a student's work and progress over time are as diverse as the individuals they represent. Kim, Ng, and Lim, of the Stanford University School of Education, explore issues to this medium as well as a potential solution and its implications. They realized that widespread university adoption has been deferred mostly by infrastructure limitations, individual's lack of necessary skills, and privacy complications. The researchers provide PrPl, or Private-Public, as a potential solution. This type of cloud computing infrastructure has the potential to address the identified issues. Although this proposed system has great potential, it was still in the testing stages at the time this article was written, and in so, its conclusion remained uncertain.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Poster: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Sean Walsh


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Citation: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Lin, J. Y., Le, A. N. H., Khalil, S., & Cheng, J. M. (2012). Social media usage and work values: The example of facebook in taiwan. Social Behavior & Personality: An International Journal, 40(2), 195-200. doi:10.2224/sbp.2012.40.2.195
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Location: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Academic Search Premier - Social Behavior & Personality: An International Journal
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Annotation: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Resulting from the popularity of social media in Taiwan, many organizations have sub-sequentially blocked access to the sites at their businesses. The researchers in this paper sought out to find whether personal background and social media were correlated as well as work values and social media. A questionnaire, consisting of questions about Facebook usage, work values, and personal values, was distributed randomly at 27 major office buildings. 387 of these questionnaires were used to compile the results. The study determined that social media was correlated with personal background, but only partially so with work values. Various limitations discussed included the fact that the research only explored Facebook as a social media tool, was only in one city, and only took into consideration personal background and work values. There is great opportunity to expand upon this research.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Poster: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Sean Walsh


 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Citation: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Väljataga, T., & Fiedler, S. (2009). Supporting students to self-direct intentional learning projects with social media. Journal of Educational Technology & Society, 12(3), 58-69.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Location: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Academic Search Premier - Journal of Educational Technology & Society
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Annotation: ** <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">An increasingly essential trait in society today is that of self-direction. Researchers Väljataga and Fiedler propose that the self-directed process of navigating and selecting the appropriate tools for a collaborative project can aid a student in the recognition of their thought processes and personal limitations. Their investigation sough to discover whether the use of social media in a masters level class could help cultivate self-directed learning projects. The research for this study adhered to an action research design. Intrapersonal data was obtained from 26 student participants in a pilot course on learning methods at Tallinn University. A diverse set of social media tools was provided to the class to facilitate their learning and collaboration. Results ended up being quite varied due to the design of the class. Students' experiences ranged from dissatisfying and frustrating to an increased understanding of their personal learning style. Due to the fact that data is limited in the time of one semester, it is difficult to truly know if the skills that were in question were retained by the participants.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Poster: **<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Sean Walsh

<span style="color: #ff00ff; font-family: Verdana,sans-serif; font-size: 13.3333px;">Chelsea's Comments: <span style="color: #ff00ff; font-family: Verdana,sans-serif; font-size: 13.3333px;">Hey Sean, <span style="color: #ff00ff; font-family: Verdana,sans-serif; font-size: 13.3333px;">Your Annotated bibliographies are very well written. They are clear, concise and easy to understand. For your citation above, is it supposed to say "Supporting students to self-direct intentional learning projects with social" or is there supposed to be something after the word social? Just saw that & wanted to mention it to you just in case there is supposed to be a word after that and it got deleted somehow. You seemed to find some very interesting and informative articles regarding social media. I especially enjoyed reading the annotated bibliography regarding "How to mobilize students using social media" because I would be able to use some of that information in my chosen topic. Thanks for sharing your annotated bibliographies! Great job, Sean. Sean's Response: Thanks Chelsea, I really appreciate the feedback! You were correct, the last citation above should have been "...social media". Thanks for catching that. I am not sure if that was lost by the tool I used to create the citations or my transfer to this forum from my word doc. Between the formatting tool and conversion I had quite a few errors I needed to correct. Regarding the articles I found, I actually went back and got new articles once I had a better understanding of the direction I wanted to take my project. The last BC meeting where we all gave each other feedback helped me immensely to realize my ultimate direction.

The authors from Michigan State University focus their research on examining whether a targeted social media site can affect the intellectual and social lives of students transitioning into college and augment their feelings of connectedness to the university. The researchers conducted pre-test surveys prior to having students use the SpartanConnect social media website and later conducted post-test surveys to measure the effect the website had on the 265 new college students who participated in the research. Although previous research indicates that perceptions of social support such as a social media website can positively influence student adjustments to college, their findings show that there was no direct relationship between the SpartanConnect website and academic self-efficacy. More research needs to de conducted for this study due to the amount of limitations presented including the fact that some of the items in the post test were not created specifically for the research they were conducting.
 * Citation ** : DeAndrea, D. C., Ellison, N. B., LaRose, R., Steinfield, C., & Fiore, A. (2012). Serious social media: On the use of social media for improving students' adjustment to college. Internet & Higher Education, 15 (1), 15-23. doi:10.1016/j.iheduc.2011.05.009
 * Location ** : Academic Search Premier- Internet & Higher Education
 * Notes ** : Looks at how social media can affect students adjusting to college
 * Annotated Bibliography: **
 * Poster ** : Chelsea Ah Nee

Wang, Y., Lin, H., & Liao, Y. (2012). Investigating the individual difference antecedents of perceived enjoyment in students' use of blogging. British Journal Of Educational Technology, 43 (1), 139-152. doi:10.1111/j.1467-8535.2010.01151.x Yi-Shun Wang, Hsin-Hui Lin and Yi-Wen Liao focus their study on exploring the individual difference antecedents of perceived enjoyment and examine how they influence blogging intention through the mediation of perceived enjoyment. The researchers make 8 different hypothesis using different acronyms which make it difficult for the reader to understand if they are unfamiliar with them. A two-part questionnaire was conducted among 358 university students from 7 universities in Taiwan (a little over half 55% have previously blogged). To test the research model, they used AMOS 4.0, a structural equation modeling software which exhibited a reasonably good fit with the data they collected. The results concluded that extraversion, agreeableness, conscientiousness and personal innovation in information technology have a significant influence on perceived enjoyment, which in turn significantly influences blogging intention.
 * Citation ** :
 * Location ** : Academic Search Premier- British Journal of Educational Technology
 * Notes ** : Investigates difference antecedents of perceived enjoyment in students' use of blogging
 * Annotated Bibliography: **
 * Poster ** : Chelsea Ah Nee

The author, Gill Kirkup from The Open University's Institute of Educational Technology conducted interviews with 6 bloggers from her University including professors, senior lecturers, lecturers and a post doctoral researcher (3 of which were from the Educational Technology department). Each 40 minute-hour interview was allowed to take a different direction and four were done face-to-face whereas 2 were done over the phone. The research focused on four "themes" that emerged from the interviews: A new medium to articulate ideas, blogging as one medium in a multiphrenic environment, the role of an audience for an academic blog, and the costs of blogging. The research only used a very small sample which may question the statistical validity of the results which suggested academic blogging is a particular genre that falls under blogging and that academic blogging is an emerging form of academic writing.
 * Citation ** : Kirkup, G. (2010). Academic blogging: academic practice and academic identity. London Review Of Education, 8 (1), 75-84. doi:10.1080/14748460903557803
 * Location ** : Academic Search Premier- London Review of Education
 * Notes ** : Investigates the role of blogging in professional academic practice in higher education
 * Annotated Bibliography: **
 * Poster ** : Chelsea Ah Nee

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">** Citation ** : Young, P., Gyeong Mi, H., & Lee, R. (2011). Blogging for Informal Learning: Analyzing Bloggers' Perceptions Using Learning Perspective. Journal Of Educational Technology & Society, 14 (2), 149-160. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">** Location ** : Academic Search Premier- Journal of Educational Technology & Society <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">** Notes ** : Analyzes how blogging affects informal learning for adults using learning perspectives <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">** Annotated Bibliography: ** <span style="background-color: #ffffff; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">This research was based out of Korea using 70 Korean adult bloggers that were not enrolled in a higher education institution (to avoid influences from formal education on blog usage). The researchers used a mixed model research approach and created an online survey questionnaire that included quantitative multiple choice questions and qualitative open ended questions which fell into 3 categories: demographic background, personal experience with blogs, and perceptions of learning in relation to blogging experiences. The table provided to display the demographic background was clear and easy to understand. The findings of the study showed that majority of the participants became aware of intangible positive changes including learning experiences in everyday life after blogging yet I believe further studies need to be conducted regarding blogging outside formal higher education institutions. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">** Poster ** : Chelsea Ah Nee

The authors are from The Open University's Institute of Educational Technology, one of which is Gill Kirkup author of Academic Blogging: academic practice and academic identity. The authors focus their paper on reporting the development of an empirically grounded framework that can be used by higher education bloggers to guide their blogging activities and used by educators that can use the framework to guide their decisions on how to use blogging in their courses. Fifteen students in a distance education course at The Open University participated in the study and were provided blogs (blogging was not compulsory). The researchers conducted and analyzed semi-structured interviews with the participants and also analyzed their blog postings. Their research revealed that it would not be wise to develop rigid guidelines to blogging because participants found a variety of ways blogging was useful. This study reinforces Kirkup's findings that academic blogging is an emerging form of academic writing.
 * Citation ** : Kerawalla, L. L., Minocha, S. S., Kirkup, G. G., & Conole, G. G. (2009). An empirically grounded framework to guide blogging in higher education. Journal Of Computer Assisted Learning, 25 (1), 31-42. doi:10.1111/j.1365-2729.2008.00286.x
 * Location ** : Academic Search Premier- Journal of Computer Assisted Learning
 * Notes ** : Presents an empirically grounded framework for professors thinking of using blogging in their higher education classes
 * Annotated Bibliography: **
 * Poster ** : Chelsea Ah Nee

Sean's Feedback: Nicely done Chelsea! First thing I noticed is your citations. The title of the journal article and edition (journal number?) should be in italics. The citation above would then look something like "Kerawalla, L. L., Minocha, S. S., Kirkup, G. G., & Conole, G. G. (2009). An empirically grounded framework to guide blogging in higher education. // Journal Of Computer Assisted Learning, 25 //(1), 31-42. doi:10.1111/j.1365-2729.2008.00286.x". I noticed that if you are exporting the citation through a program, rather than doing it all manually, sometimes it misses things. I'm pretty sure that's how one of mine lost a word from the title. Others did not import authors names correctly which I had to manually revise as well. It's nice having other people look at our work for that reason.

Mia's: Nice annotations Chelsea, good thing we had practice in ETEC 652. But I just wanted to see if I can borrow one of your annotations? I'm doing my lit review and action research on blogging in the classroom. I liked the last one!

Chelsea's Response: Sean, thanks for catching that. I'm guessing the formatting was changed when I copied & pasted the citations into this wiki. Mia, I am also doing my lit review & action research on blogging in the classroom. Please feel free to use any of the articles that I have found! That is what you meant by using one of the annotations ya? The practice we had in ETEC 652 definitely helped me out on this assignment.