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Teacher trainees’ information sharing activities and identity positioning on Facebook

Hanell, Fredrik LU (2017) In Journal of Documentation 73(2). p.244-262
Abstract
Purpose

The purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.
Design/methodology/approach

An ethnographic study is performed where 249 students at a Swedish pre-school teacher-training programme are followed through participant observations from November 2013 to January 2014, and from September 2014 to January 2015. The material produced includes 230 conversations from a Facebook Group used by 210 students and several teachers, field notes and transcribed interviews with nine students. Comparative analysis is used to analyse the Facebook conversations to identify ways of positioning identity and engaging... (More)
Purpose

The purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.
Design/methodology/approach

An ethnographic study is performed where 249 students at a Swedish pre-school teacher-training programme are followed through participant observations from November 2013 to January 2014, and from September 2014 to January 2015. The material produced includes 230 conversations from a Facebook Group used by 210 students and several teachers, field notes and transcribed interviews with nine students. Comparative analysis is used to analyse the Facebook conversations to identify ways of positioning identity and engaging in information sharing activities. Interviews with students are analysed to contextualise and validate the findings from the online interactions.
Findings

Three identity positions are identified: discussion-oriented learner, goal-oriented learner and customer-oriented learner. The way a student commits to others, to ideas and to a career choice affects their identity positions and information sharing activities. Results suggest that information sharing with social media should be understood as a powerful device for identity development in pre-school teacher training.
Research limitations/implications

This study is designed to provide detailed accounts with high validity on the expense of a high degree of representativeness.
Originality/value

No previous library and information science-studies have been presented that explore the relationship between the identity of learners and the information sharing activities in which they engage, in the context of social media or in relation to teacher training. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Higher education, Information literacy, social media, Teacher training, identity , Information sharing
in
Journal of Documentation
volume
73
issue
2
pages
244 - 262
publisher
Emerald Group Publishing Limited
external identifiers
  • scopus:85013646188
  • wos:000398037500004
ISSN
0022-0418
DOI
10.1108/JD-06-2016-0085
language
English
LU publication?
yes
id
54555587-c374-4e37-a9f9-04f505cd2f7d
date added to LUP
2017-03-02 19:48:23
date last changed
2018-02-22 11:29:08
@article{54555587-c374-4e37-a9f9-04f505cd2f7d,
  abstract     = {Purpose<br/><br/>The purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.<br/>Design/methodology/approach<br/><br/>An ethnographic study is performed where 249 students at a Swedish pre-school teacher-training programme are followed through participant observations from November 2013 to January 2014, and from September 2014 to January 2015. The material produced includes 230 conversations from a Facebook Group used by 210 students and several teachers, field notes and transcribed interviews with nine students. Comparative analysis is used to analyse the Facebook conversations to identify ways of positioning identity and engaging in information sharing activities. Interviews with students are analysed to contextualise and validate the findings from the online interactions.<br/>Findings<br/><br/>Three identity positions are identified: discussion-oriented learner, goal-oriented learner and customer-oriented learner. The way a student commits to others, to ideas and to a career choice affects their identity positions and information sharing activities. Results suggest that information sharing with social media should be understood as a powerful device for identity development in pre-school teacher training.<br/>Research limitations/implications<br/><br/>This study is designed to provide detailed accounts with high validity on the expense of a high degree of representativeness.<br/>Originality/value<br/><br/>No previous library and information science-studies have been presented that explore the relationship between the identity of learners and the information sharing activities in which they engage, in the context of social media or in relation to teacher training.},
  author       = {Hanell, Fredrik},
  issn         = {0022-0418},
  keyword      = {Higher education,Information literacy,social media,Teacher training,identity  ,Information sharing},
  language     = {eng},
  number       = {2},
  pages        = {244--262},
  publisher    = {Emerald Group Publishing Limited},
  series       = {Journal of Documentation},
  title        = {Teacher trainees’ information sharing activities and identity positioning on Facebook},
  url          = {http://dx.doi.org/10.1108/JD-06-2016-0085},
  volume       = {73},
  year         = {2017},
}