This chapter considers the place of social media within a 21st-century literacy discourse in Australian classrooms. Using a phenomenological narrative (Shacklock & Thorp, 2005) of three teachers in an Australian school we will reflect on an incident where Facebook was used by a group of eight Year 7 students inappropriately. Through reflecting on the incident, we will question, through a sociological lens, the place of social media teaching within a classroom literacy program, and wonder about the place this has when we consider what we mean by literacy in and for the 21st century. Within the digital world children can often be more skilled, risk oriented and willing to challenge power relationships (Gustafson, Hodgson, & Tickner, 2004). In Australia, children are more commonly being equipped with powerful technological tools for communication and learning. Laptops, tablets and smart phones are only tools, but the power they possess, and the influence they can create within social groups and communities, is vast. Therefore, considering the place of social media within a sociological landscape of childhood and 21st-century literacy pedagogy is the aim of this chapter.
|Title of host publication||Evidence-Based Learning and Teaching|
|Subtitle of host publication||A Look into Australian Classrooms|
|Editors||Melissa Barnes, Maria Gindidis, Sivanes Phillipson|
|Place of Publication||Abingdon UK|
|Number of pages||11|
|ISBN (Print)||9780815355717, 9780815355700|
|Publication status||Published - 2018|