Facebook in the classroom: Blended audiences and multiple front-stages.
Blanch, Keely; Nairn, Karen; Sandretto, Susan
In New Zealand, the use of social media for educational purposes is being encouraged (Ministry of Education, 2013). Yet, while educators focus on the educational advantages of using social media, there is little research available on the effects on students. This paper explores the way a small group of senior students from one New Zealand secondary school negotiated their identities on a class’ Facebook page. This qualitative study uses Goffman’s dramaturgical metaphor and poststructuralist conceptualisations of discourses and fluidity of identity. The findings offer an insight into the tensions faced by this group of students as they negotiated their identity presentations to blended audiences when the boundaries between public and private are blurred. The students’ identity performance and participation on the page was influenced by power differentials, the structure of the page, and an awareness of audience. This has implications for the way educators use social media in classrooms.
ISSN: 2050-3962; 2050-3954
Rights Statement: This article was published on the 6 March, 2014 by Inderscience. The copyright agreement for this article allows archiving of the authors' "Proof* on "the Author's personal web pages and/or institutional repositories" "upon condition that it shall not be accessible until after six months from Inderscience's publication date" [where Proof = Author's version of corrected accepted version]. The article was uploaded after the 6 month embargo on 2 December, 2016.
Keywords: Facebook; classroom; education; identity; New Zealand; secondary; blended audiences; front stages; Goffman; online learning environment; collaborative; social network sites
Research Type: Journal Article