Crossing boundaries in Facebook: Students' framing of language learning activities as extended spaces

International Journal of Computer-Supported Collaborative Learning

Volumn 8, Issue 3, 2013, Pages 293-312

  Lantz Andersson, Annika ^a   Vigmo, Sylvi ^a   Bowen, Rhonwen ^a  

^a UNIVERSITY OF GOTHENBURG   (Sweden)

Author keywords

Boundary crossing; Computer supported collaborative learning; Extended spaces; Facebook; Framing; Language learning activities; SNS

Indexed keywords

EID: 84881556779     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-013-9177-0     Document Type: Article

References (57)

1. Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132-169.
2. Alhabash, S., Park, H., Kononova, A., Chiang, Y. H., & Wise, K. (2012). Exploring the motivation of Facebook use in Taiwan. Cyberpsychology, Behavior, and Socialnetwork, 15(6), 304-311.
3. Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093-1106.
4. Blattner, G., & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. Alsic, 15(1), http://alsic. revues. org/2413.
5. Bonderup Dohn, N. (2009). Web 2. 0: Inherent tensions and evident challenges for education. Computer-Supported Collaborative Learning, 4(3), 343-363.
6. Boyd, D. (2008). Why youth (heart) social network sites: The role of networked publics in teenage social life. In I. D. Buckingham (Ed.), The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning (pp. 119-142). Cambridge, MA: The MIT Press.
7. Canagarajah, S. (2006). Toward a writing pedagogy of shuttling between language: Learning from multilingual writers. College English, 68(6), 589-604.
8. Conole, G., & Alevizou, P. (2010). A literature review of the use of web 2. 0 tools in Higher Education. York: HEA Academy.
9. Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge.
10. Crystal, D. (2011). Internet linguistics: A student guide. Oxon, UK: Routledge.
11. Derry, S., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J., Sherin, M. G., & Sherin, B. L. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. The Journal of the Learning Sciences, 19(1), 3-53.
12. Dirksen, V., Huizing, A., & Smit, B. (2010). "Piling on layers of understanding": The use of connective ethnography for the study of (online) work practices. New Media & Society, 12(7), 1045-1063.
13. Drotner, K. (2008). Leisure is hard work: Digital practices and future competencies. In D. Buckingham (Ed.), The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning (pp. 167-184). Cambridge, MA: The MIT Press.
14. Drouin, M. A. (2011). College students' text messaging, use of textese and literacy skills. Journal of Computer Assisted Learning, 27(1), 67-75.
15. Ducate, L. C., & Lomicka, L. L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9-28.
16. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London: Routledge & Keagan Paul.
17. Ellison, N., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook "friends": Social capital and college students' use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143-1168.
18. Farmer, B., Yue, A., & Brooks, C. (2008). Using blogging for higher order learning in large cohort university teaching: A case study. Australasian Journal of Educational Technology, 24(2), 123-136.
19. Goffman, E. (1959/1990). The presentation of self in everyday life. New York, NY: Anchor Books.
20. Goffman, E. (1974/1986). Frame analysis: An essay on the organization of experience. Boston, MA: Northeastern University Press.
21. Goodwin, C., & Heritage, J. (1990). Conversation analysis. Annual Review of Anthropology, 19, 283-307.
22. Gutiérrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of education. Harvard Educational Review, 65(3), 445-471.
23. Gutiérrez, K., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture and Activity, 6(4), 286-303.
24. Hall, J. K., Cheng, A., & Carlson, M. (2006). Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics, 27(2), 220-40.
25. Halliday, M. A. K. (1994/2004). An introduction to functional grammar. London: Edward Arnold.
26. Hemmi, A., Bayne, S., & Land, R. (2009). The appropriation and repurposing of social technologies in higher education. Journal of Computer Assisted Learning, 25(1), 19-30.
27. Jenkins, J. (2006). Current perspectives on teaching world Englishes as a lingua franca. TESOL Quarterly, 40(1), 157-181.
28. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39-103.
29. Kern, R. G., Ware, P., & Warschauer, M. (2004). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics, 24, 243-260.
30. Kramsch, C., A'Ness, F., & Lam, W. S. E. (2000). Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language, Learning and Technology, 4(2), 78-104.
31. Lam, W. S. E. (2000). L2 Literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34(3), 457-482.
32. Lampe, C., Wohn, D., Vitak, J., Ellison, N., & Wash, R. (2011). Student use of Facebook for organizing collaborative classroom activities. Computer-Supported Collaborative Learning, 6(3), 329-347.
33. Lemert, C., & Branaman, A. (Eds.). (2005). The Goffman reader. Oxford, UK: Blackwell.
34. Leppänen, S., Pitkänen-Huhta, A., Piirainen-Marsh, A., Nikula, T., & Peuronen, S. (2009). Young people's translocal new media uses: A multiperspective analysis of language choice and heteroglossia. Journal of Computer-Mediated Communication, 14(4), 1080-1107.
35. Lewis, S., Pea, R., & Rosen, J. (2010). Beyond participation to co-creation of meaning: Mobile social media in generative learning communities. Social Science Information, 49(3), 1-19.
36. Ludvigsen, S. R., Lund, A., Rasmussen, I., Säljö, R. (Eds.) (2010). Introduction. Learning across sites. New tools, infrastructures and practices. London, UK: Routledge.
37. McBride, K. (2009). Social-networking sites in foreign language classes: Opportunities for re-creation. I. L. Lomicka, & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning. CALICO Monograph Series Volume 8. San Marcos, Texas: CALICO.
38. Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446.
39. Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13(3), 134-140.
40. Rogers, R. (2009). The end of the virtual: Digital methods. Amsterdam: Vossiuspers UvA.
41. Rosenberg, J., & Egbert, N. (2011). Online impression management: Personality traits and concerns for secondary goals as predictors of self-presentation tactics on Facebook. Journal of Computer-Mediated Communication, 17(1), 1-18.
42. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organisation of turn-taking for conversation. Language, 50(4), 696-735.
43. Schneider, E. W. (2011). English around the world. An introduction. Cambridge, UK: CUP.
44. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell.
45. Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford, UK: OUP.
46. Sfard, A. (1998). On two metaphors of learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
47. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426). Cambridge, UK: Cambridge University Press.
48. Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language, Learning and Technology, 7(2), 38-67.
49. Thorne, S. L. (2009). 'Community', semiotic flows, and mediated contribution to activity. Language Teaching, 42(1), 81-94.
50. Turkle, S. (1995). Life on the screen: Identity in the age of the Internet. New York, NY: Simon & Schuster.
51. Vygotsky, L. S. (1939/1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
52. Warschauer, M., Black, R. W., & Chou, Y.-L. (2010). Online Englishes. In A. Kirpatrick (Ed.), The Routledge handbook of world Englishes (pp. s 490-505). New York: Routledge.
53. Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(1), 225-246.
54. Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.
55. West, A., Lewis, J., & Currie, P. (2009). Students' Facebook 'friends': Public and private spheres. Journal of Youth Studies, 12(6), 615-627.
56. White, J. (2013). Language economy in computer-mediated communication: Learner autonomy in a community of practice. In B. Zou, M. Xing, Y. Wang, M. Sun, & C. H. Xiang (Eds.), Computer-assisted foreign language teaching and learning: Technological advances (pp. 75-90). Hershey: USA: IGI Global.
57. Yang, Y.-F. (2011). Learner interpretations of shared space in multilateral English blogging. Language, Learning and Technology, 15(1), 122-146.