Campus Units

Education, School of

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

5-16-2018

Journal or Book Title

Learning, Media and Technology

Volume

43

Issue

2

DOI

10.1080/17439884.2018.1462207

Abstract

This research investigates how three high school students in the USA developed new literacies practices through their participation in teenage Twitter. Data was collected from two sources, including archival data from participants’ Twitter over a two-year span, and semi-structured interviews. Results found that teenagers developed a number of practices that facilitated orientation to cultural conventions of teenage Twitter, helped them mobilize followers for participatory events, and led to reflective awareness of how to tell stories on Twitter. This study suggests that teenagers used the affordances of Twitter in order to craft multimodal narratives that are co-constructed, participatory, nonlinear, and emergent. Thinking in hashtags, for participants, is a kind of action that serves to develop affinities of relation (to friends, to pop culture, and to new knowledge) through mediatized ‘vital life stuff.

Comments

This article is published as Gleason, B. (2018). Thinking in hashtags: exploring teenagers’ new literacies practices on Twitter. Learning, Media and Technology, 1-16. DOI: 10.1080/17439884.2018.1462207. Posted with permission.

Copyright Owner

Taylor and Francis Online

Language

en

File Format

application/pdf

Published Version

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