Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter
Item
Title
Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter
Abstract/Description
The continuous professional development of teachers is a pivotal element in the provision of high-quality education. Informal social networking sites (SNS), such as Twitter, can contribute to this process by enabling teachers to share their ideas and collaboratively reflect on their practice. In this context, educational scientists have increasingly acknowledged that the concept of social capital can contribute to our understanding of how such networks develop and evolve over time. This study uses a multi-method approach to investigate the role of structural and cognitive social capital in the #observeme Twitter conversation. Moreover, our results show that Twitter users are able to gain structural and cognitive social capital.
Author/creator
Date
In publication
Volume
127
Issue
1
Pages
77-105
Resource type
Background/Context
Medium
Print
Background/context type
Other
Open access/free-text available
No
Peer reviewed
Yes
ISSN
0195-6744
DOI
Citation
Rehm, M., Cornelissen, F., Daly, A. J., & García, M. D. F. (2020). Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter. American Journal of Education, 127(1), 77–105. https://doi.org/10.1086/711014
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