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Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter

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Bibliographic Details
Title: Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter
Language: English
Authors: Rehm, Martin, Cornelissen, Frank, Daly, Alan J., García, Miguel Del Fresno
Source: American Journal of Education. Nov 2020 127(1):77-105.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
Peer Reviewed: Y
Page Count: 29
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Information Dissemination, Social Media, Faculty Development, Social Capital
DOI: 10.1086/711014
ISSN: 0195-6744
Abstract: 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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1283286
Database: ERIC
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Abstract: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.
ISSN:0195-6744
DOI:10.1086/711014