Illegal Aliens,Criminals, and Hypersexual Spitfires: Latin@ Youth and Pedagogies of Citizenship in Media Texts

This article aims to broaden the ways we conceptualize citizenship and implement citizenship education in social studies. To do so, the authors explore media texts as a curricular and pedagogical site for teaching lessons about citizenship. Specifically, the authors investigate how media drafts the boundaries of citizenship for Latin@ youth, and influences how young people come to understand who is and who is not perceived as a citizen entitled to rights and freedoms. Media texts, like formal social studies curricula, are powerful and enduring educators that shape how students know the world and imagine their place in it. Therefore, this article addresses how social studies teachers can integrate media texts into the classroom to explore representations of Latin@s and the impact that media has on our citizenship identities and experiences.     

The Implicit Curriculum: Student Engagement and the Role of Social Media

This article presents results from an exploratory study conducted as a component of an assessment of the implicit curriculum in one master’s-level social work program. Web-based surveys were used to collect data from 80 graduate social work students in online and face-to-face programs. Findings indicate students who perceived social media as more useful reported higher levels of engagement and participation in program governance. The implications for social work education deal with the ability to competently use social media as a tool to increase student engagement. Students will only be exposed to elements of the implicit curriculum if they are active participants in their academic environments.     

Anarchy in State Government Is Not Democracy

In 2009 the National Council for the Social Studies (NCSS) released a position statement calling for the implementation of media literacy in social studies education. NCSS argues that if today's students are to become engaged citizens as adults, they must acquire the skills and knowledge associated with media literacy. Using this position statement as foundation, I developed a media literacy framework for use in the social studies classroom that applies prevailing theories on media and cultural studies. For consumers of media to engage in the practice of citizenship they need to acquire the tools needed to negotiate the waters of the many media texts that are produced. For a consumer of media texts to negotiate the meaning and influence of those texts, that consumer must use a framework that applies approaches that are historical, empirical, interpretive, and critical. As we shall see, these approaches are necessary if citizens are to engage effectively in a democracy that is flooded with such texts.     

News and Comment

This article tells the story of a classroom teacher's journey with her elementary students as they attempt to understand and define citizenship. The narrative highlights the process of using an emergent curriculum, creating a democratic classroom, and facilitating an active citizenship project led by students. The authors provide steps to help classroom teachers implement a social action curriculum, and they also include children's literature connections.     

Reddit and the Social Studies: Exploring the r/Democratic Curriculum

In this article the author seeks to present social studies educators with practical means for using Reddit—an emerging social media website—as a tool for providing students with a democratic education grounded in citizenship and multicultural education. The author focuses on ways in which Reddit offers students the opportunity to learn from experts, explore social studies content that may not be present within a traditional textbook, and voice their opinion in an online community that values equality and democracy among its members.     

Rural-Urban Differences and Their Amelioration

South Korean society is in transition toward a multicultural society. Integrating multicultural education into current citizenship education is challenging for the society. Historically, many national tragedies have created the unique characteristics of what being Korean means. South Korean social studies curriculum emphasized that Korea is a monolithic society with one language, one history, and one ethnicity. In recent years, however, the number of foreigners living in South Korea dramatically increases because of work, study, and marriage. As they become be members of Korean society, it is necessary that South Koreans acknowledge diverse groups in the society and revise a long-held belief about who we, as Koreans, are. To this end, the Korean social studies curriculum should include more information about as well as respect and promote ethnic, cultural, and social diversity. Social studies teachers should attempt various activities to promote students’ understanding of current social changes in South Korea.     

Examining the impact of social media on mood and body dissatisfaction using ecological momentary assessment

Abstract

Objective: To assess the effects of social media consumption on body dissatisfaction and negative affect using ecological momentary assessment, a method of assessment over time in the participants’ naturalistic environment. Participants: Woman college students (N?=?30) from a large public university participated in the study in Fall 2015. Methods: Participants were contacted via their smartphones five times per day for five days and asked to complete a battery of measures which assessed social media use, body dissatisfaction, and negative affect. Results: Results demonstrated that the number of social media sites visited was a significant predictor of body dissatisfaction while time spent using social media was not. The number of sites visited and time spent on social media were both significant predictors of general negative affect, sadness, and guilt. Conclusions: Results demonstrate the negative impact that social media use can have on body dissatisfaction and negative affect.     

Reflective Practice Online—Exploring the Ways Social Workers Used an Online Blog for Reflection

Social workers are increasingly using social media for networking, peer support, reflection, and fun. Social media presents exciting opportunities for social work practice; however, social workers and employers of social workers need to understand the challenges and conflicts that can occur. This study explored the experiences of social workers who used an online blog for reflection, describing different levels of engagement with reflection and the development of an online community of practice to support isolated social workers. This study is significant because although there are many studies that describe the experiences of students using a blog for reflection, the author has been unable to identify another study that focuses on the ways social workers engaged with a blog for reflection.     

Anticipatory socialization in the use of social media in public relations: A content analysis of PRSA's Public Relations Tactics

This article examines one issue in how public relations students are socialized in their understanding of the value and power of social media in the practice of public relations. The public relations academic research about social media is explored, as well as the professional claims about the value of social media as a public relations tactic. The researchers conducted a content analysis of 1 year of Public Relations Tactics issues. The data are viewed through the theoretical frame of the socialization literature ( Jablin, 1987). The results suggest that claims of social media power far outweigh evidence of social media effectiveness as a communication tool. A disconnect exists between what authors of Public Relations Tactics pieces view as the potential for social media and the research findings about the effectiveness of social media. The final section of the article discusses the implications for public relations educators, professional associations, and practitioners as they consider social media tactics in public relations strategy.     

Academic Civic Mindedness and Model Citizenship in the International Baccalaureate Diploma Programme

This study uses interview and survey methods to describe the International Baccalaureate (IB) Diploma Programme's (DP) development of students' “academic civic mindedness” and “model citizenship” at four public schools in California. Results indicate that the DP pedagogy enables students to develop many of the skills that are necessary for civic advocacy and that the DP places a strong emphasis on students' knowledge of issues related to public policy. The DP develops students' citizenship through promoting their awareness of political and social issues and required active engagement with a local or global issue. Most IB students and teachers feel that the DP develops students' academic civic mindedness and model citizenship to a considerably greater extent than other curricular alternatives. Finally, teachers feel that the strongest limitation to their prioritization of students' citizenship development is their lack of clarity on how to frame the civic implications of what they teach.     

The Measurement of Social Attitudes

Digital technologies have changed the way students read and communicate. Subsequently, teachers must use technology to engage their students in learning. This article illustrates the value of using Web 2.0 tools (blogs, wikis, and digital media–sharing) in the social studies classroom. Additionally, a social studies teacher shares insights into how to incorporate types of Web 2.0 tools into the curriculum.     

Expert Companions? Constructing a Pedagogy for Supervising Honours Students

There is a substantial body of knowledge that describes and analyses supervision of higher degree research students. However, the literature is relatively silent on the question of appropriate pedagogy for the supervision of honours students. Using a sample of social work students who completed their studies during the period 2005–2010, the authors set out to gain some preliminary knowledge of the appropriate pedagogy for the supervision of honours students. The findings reveal that most honours students constructed their supervisors as being expert companions, and provide some support for a social work model of academic supervision.     

Fostering Global Citizenship Dispositions: The Long-term Impact of Participating in a High School Global Service Club

To assist teachers in fostering students' global citizenship dispositions through service experiences, this article reports findings from a case study that investigated one high school's global service club and its impact on former club members' global awareness and global citizenship dispositions. Data were collected from Web-based documents and interviews with the faculty advisor and four former members. Data were analyzed by using the constant comparison method to elicit the following findings: (1) fundraising and awareness campaigns, when connected to a larger global service network, can act as viable local actions to combat global poverty; (2) club involvement can produce adults who feel more globally aware, but who do not necessary display critical understandings of global issues; and (3) club involvement can have a positive impact on global citizenship dispositions as participants reported feelings of empowerment and personal/social responsibility, yet no former club members continued participation in global service initiates as adults. Findings suggest the need for structural support when establishing high school global service clubs and, to optimize critical justice aims, local service actions should be tied to a more formal global citizenship curriculum.     

Not Just Social Work Academics: The Involvement of Others in the Assessment of Social Work Students

University regulations typically assume that the assessment of students is essentially a task for paid academic staff. However, this is a far cry from much of the current literature about assessment in social work education, of which one of the distinguishing features is the not infrequent references to stakeholders beyond the individuals who are to be assessed and the academic staff employed to teach them. This paper reviews some of the recent literature on the involvement of persons other than social work academics, including students, practice teachers and service users, in assessing students studying in social work programmes. Implications for programme providers of using non‐academic assessors are explored.     

Social media adoption among Turkish public relations professionals: A survey of practitioners

Social media is emerging as an important public relations tool and empowers two way symmetrical communications with publics and stakeholders. PR professionals are confronted with the swift rise of social media that forces practitioners to pay due and timely attention. They are not only excited about utilizing these tools together with conventional media, but are also excited about speaking directly to their publics and stakeholders without the involvement of any intermediaries. Through the perspective of UTAUT model, this paper examines the social media adoption of PR professionals in Turkey and how they employ social media tools both internally and externally. We employed a web-based questionnaire to 126 PR professionals who are members of the Turkish Public Relations Association. Findings reveal that Turkish PR professionals highly appreciate the importance of social media in recent PR practice. However, not all social media tools are equally adopted; e-mail is the most, and virtual world applications are the least adopted social media. It is also found that in the future, social networks are expected to be the most important social media, while corporate web sites get the second and mobile phone (PDA) applications get the third rank.     

The social distance perceptions of racial and ethnic groups by college students: A research note

There is growing concern in our society regarding the resurgence of racist movements. There has been increased media coverage of these activities and educators warn that racism is on the rise in our schools and on college campuses. This article examines the similarity of responses of college students of various racial and ethnic groups. The Social Distance Scale was administered to 415 undergraduate students. The research reveals that, overall, most college students would be willing to admit most racial/ethnic groups to their clubs as personal chums or to their streets as neighbors. Iranians were consistently given the greatest distance (to citizenship in my country) by all groups. Implications of this study purport that schools as agents of socialization can expose students to multicultural diversity within an academic setting.     

Contested affordances: teachers and students negotiating the classroom integration of mobile technology

ABSTRACT

This paper extends an emerging approach emphasizing contextual variation in the affordances of digital technologies and new media through an empirical application focused on relational dynamics of power and resistance. Specifically, I focus on the case of student and teacher negotiations over smartphones and social media in the classroom ? a case where actors on either side of a power relationship assign conflicting meanings to the same technology. Interviews were conducted with 37 students and 19 teachers at a public high school with a technology policy designating students’ personally-owned smartphones as educational devices. As the affordance of contextual mobility allowed students to access shared online social spaces within the classroom, smartphones threatened the cultural logic of separation bounding the social from the educational. With their sense of control threatened, teachers sought to re-constitute separation through strategies of restriction and differentiation. Viewing online-offline integration as a taken-for-granted part of social life, students used strategies of adaptive resistance to combat school policies and maximize technology use. However, students also worked to re-constitute separation through peer cultural norms limiting the in-school consequences of online peer social interactions. Underneath the contestation between restriction and resistance, both teachers and students worked to set conditions on the affordance of contextual mobility.     

Use of social media for corporate communications by research-funding organisations in the UK

This research sought to explore the implications of social media for organisations’ business functions, to help inform organisational approaches to challenges presented by social media. UK-based research-funding bodies provided the focus of this study, and a literature review, quantitative survey and focus groups involving relevant communications professionals were undertaken. Findings show that most UK-based research-funding organisations have adopted social media channels for corporate communications, drawing chiefly on microblogging, video-sharing and social networking sites. Building a dialogue with stakeholders is a prime reason for using social channels, yet one-way ‘broadcasting’ of information is widespread. Web, media or communications/marketing teams generally manage social media channels. A minority of organisations have policies governing social media use by staff. Social media performance is mainly measured using quantitative metrics.     

Academic and Career Development of Undocumented College Students: The American Dream?

Little is known about the academic and career decision‐making process for college students with undocumented status. This study used a multiple case study approach to explore how academic and work‐related decisions were made for 2 college students with undocumented citizenship status. Participants responded to a series of questions about their academic and career development. Data collected from these interviews were analyzed by a research team. After cross‐case analysis, 6 themes emerged: (a) barriers; (b) emotional impact; (c) resiliency, supports, and coping; (d) discrimination; (e) familial and cultural influences; and (f) academic, work, and career factors. Findings suggest that counseling professionals should attend to systemic, academic, and work‐related barriers that directly affect the educational and career decisions of students with undocumented citizenship status. Future research could expand on the present study by further exploring systemic and contextual factors that influence how undocumented students make academic and career choices using varied qualitative and quantitative methodologies.     

Connecting alone: Smartphone use,quality of social interactions and well-being

This paper investigates the role played by the smartphone for the quality of social interactions and subjective well-being. We argue that, due to its intrusiveness, the smartphone reduces the quality of face-to-face interactions and, as a consequence, their positive impact on well-being. We test this hypothesis in a large and representative sample of Italian individuals. The results indicate that time spent with friends is worth less, in terms of life satisfaction, for individuals who use the smartphone. This finding is robust to the use of instrumental variables estimation to deal with possible endogeneity. We also show that, consistent with our hypothesis, the positive association between time spent with friends and satisfaction with friends is less strong for individuals who use the smartphone.