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

Item

Title
Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter
Abstract/Description
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.
Author/creator
Rehm, Martin
Cornelissen, Frank
Daly, Alan J.
García, Miguel Del Fresno
Date
2020
In publication
American Journal of Education
Volume
127
Issue
1
Pages
77-105
Resource type
en Background/Context
Medium
en Print
Background/context type
en Other
Open access/free-text available
en No
Peer reviewed
en Yes
ISSN
0195-6744
DOI
10.1086/711014
URL
Official Publisher's Webpage (The University of Chicago Press Journals)
Citation
Rehm, M., Cornelissen, F., Daly, A. J., & García, M. D. F. (2020). Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter. American Journal of Education, 127(1), 77–105. https://doi.org/10.1086/711014
Item sets
Handbook Chapter 19 Citations

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