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dc.contributor.authorBlanch, Keely
dc.contributor.authorNairn, Karen
dc.contributor.authorSandretto, Susan
dc.date.available2016-12-05T01:48:18Z
dc.date.copyright2014-03-06
dc.identifier.citationBlanch, K. F., Nairn, K., & Sandretto, S. (2014). Facebook in the classroom: blended audiences and multiple front–stages. International Journal of Social Media and Interactive Learning Environments, 2(1), 70-84. doi:10.1504/IJSMILE.2014.059693en_NZ
dc.identifier.issn2050-3962
dc.identifier.issn2050-3954
dc.identifier.urihttp://hdl.handle.net/10523/6997
dc.description.abstractIn 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.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherInderscienceen_NZ
dc.relation.ispartofInternational Journal of Social Media and Interactive Learning Environmentsen_NZ
dc.subjectFacebooken_NZ
dc.subjectclassroomen_NZ
dc.subjecteducationen_NZ
dc.subjectidentityen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectsecondaryen_NZ
dc.subjectblended audiencesen_NZ
dc.subjectfront stagesen_NZ
dc.subjectGoffmanen_NZ
dc.subjectonline learning environmenten_NZ
dc.subjectcollaborativeen_NZ
dc.subjectsocial network sitesen_NZ
dc.titleFacebook in the classroom: Blended audiences and multiple front-stages.en_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2016-12-02T03:09:57Z
otago.schoolCollege of Educationen_NZ
otago.relation.issue1en_NZ
otago.relation.volume2en_NZ
dc.identifier.doi10.1504/IJSMILE.2014.059693en_NZ
otago.bitstream.endpage84en_NZ
otago.bitstream.startpage70en_NZ
otago.openaccessOpenen_NZ
dc.rights.statementThis 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.en_NZ
dc.description.refereedPeer Revieweden_NZ
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