Project 3: Sources and Evaluation

The Internet’s wealth of information and authors, though perhaps its greatest strength, is also its greatest weakness in the realm of scholarly study.  As an unregulated source of information one must carefully assess the accuracy of information and clearly indicate its sources.  Blogs, chats, discussion forums must be distinguished from academic journals.  Popular media including magazines, news sites, and media outlets must also be distinguished from journals that are reviewed by professionals and experts in a given field.

Here I present some relative sources of information on my research question related to using the social network, Facebook, as an extension of classroom instruction.  I will indicate the type of the source, its potential for accuracy, the authority with which was written, its currency and the coverage it offers in relation to general research question.  These evaluation criteria follow a model presented by Jan Alexander and Marsha Tate available at http://www.studygs.net/evaluate.htm.

Three sources and explored in more detail one per page in the following document.

Evaluating Best Sources

1. Towner, Terri. and VanHorn, Abigaile. “Facebook: Classroom Tool for a Classroom Community?” Paper presented at the annual meeting of the Midwest Political Science Association, Palmer House Hotel, Chicago, IL, Apr 12, 2007 Online

Article Abstract: This paper examines student usage and attitudes about an online network popularly known as “The Facebook.” It addresses increasingly important research questions in today’s world of classroom technology. The prevalence and proliferation of internet resources and web-based pedagogical mediums make this research particularly poignant as it addresses the way in which Facebook encourages classroom participation through the development of a virtual learning community. Do students use Facebook as a class-related tool? Can Facebook be employed as an effective pedagogical tool as well? What is the impact of Facebook on classroom behavior as evidenced in the comparison between its users and non-users? Preliminary data in the form of student surveys conducted during the spring semester of 2006 reveal that students use Facebook as a class related tool. Such findings suggest a forthcoming avenue of opportunity for teaching through the development of a learning community. Since its first journal appearances in the mid-nineties, the literature on pedagogical web-related resources has become increasingly popular. This paper serves to further this culturally relevant literature by directing instructors and scholars alike to the possible teaching assets that Facebook and similar resources provide.

Availability: full-text available with additional sources
Authority: the Midwest Political Science Association – Conference Paper
Currency: paper presented, April 12, 2007
Coverage: Facebook, technology and the classroom, methods, results, data
Objectivity: discussion of biases toward those resistant to technology
Accuracy: 16 academic sources cited and used for further reference

This article was an excellent find and follows a model very similar to the research question. It is not however peer reviewed and is the result a paper presented at the Midwest Political Science Association. Its value as sample case study that could be duplicated with the scope of my research design is its greatest strength. There are few if any studies available similar to this that directly deal with the social network, Facebook.

2. I’ll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate.
Mazer, Joseph P.1 jm161106@ohio.edu, Murphy, Richard E.2, Simonds, Cheri J.
Source: Communication Education; Jan2007, Vol. 56 Issue 1, p1-17, 17p, 3 charts
This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate.

Article Abstract: This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.

Availability: full-text available with additional sources
Authority: Communication Education – Academic Journal
Currency: published January 2007
Coverage: Communication via virtual social networks, communication privacy, Facebook case study methods and participants, case study results
Objectivity: “the decision to disclose private information is rule-based and determined by a variety of criteria including culture, motivation, individual differences, situations and gender.” Biases may exist in what is proper from one institution/culture to another.
Accuracy: 44 outside sources cited and used for further reference

This article, though extreme valuable deals more with disclosure of more personal information on Facebook, rather than using it as a classroom extension or environment. Yet, one could argue the world is an instructor’s classroom. What appeals most to my research question is the educational opportunities and appropriate behavior for a student-teacher relationship within a computer mediated social network.

Other sources

The Problems and Potential of MySpace and Facebook Usage in Academic Libraries. By: Chu, Melanie; Nalani Meulemans, Yvonne. Internet Reference Services Quarterly, 2008, Vol. 13 Issue 1, p69-85, 17p
Ordered VIA Inter-library loan

School kids are ignoring teachers for Facebook. Ben Bold Brand Republic.
Brand Republic News Releases. April 2, 2008.
Source: LexisNexis Academic

REP. EDWARD J. MARKEY HOLDS A HEARING ON ONLINE VIRTUAL WORLDS. Political Transcript Wire; Lanham. Apr 1, 2008. p.n/a
Source: ABI/INFORM Complete

Distance learning boosted by downturn. LINDA ANDERSON. Financial Times; London (UK) (0307-1766). Mar 17, 2008. p.1
Source: ABI/INFORM Complete

Five don’ts of classroom blogging: avoiding these pitfalls will help students get the full benefits of online journaling; web 2.0. Sturgeon, Julie. T H E Journal (Technological Horizons In Education). February 1, 2008.
Source: LexisNexis Academic

Web 2.0: new definition of tech savvy for tomorrow’s schools?; technology; Interview
Romeo, Jim. School Planning and Management. February 1, 2008.
Source: LexisNexis Academic

They get the picture: students’ familiarity with digital cameras is allowing teachers to augment classroom instruction with a myriad of unconventional activities; 21st century classroom. O’Hanlon, Charlene. T H E Journal (Technological Horizons In Education)
January 1, 2008.
Source: LexisNexis Academic

Web 2.0 as a non-foundational network-centric learning spacer. Henk Eijkman.
Campus – Wide Information Systems; Bradford (1065-0741). 01/01/2008. Vol.25, Iss.2; p.93.
Source: ABI/INFORM Complete

I’ll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate- This project was funded in part by a Teaching-Learning Development Grant from the Center…
Mazer, Joseph P.; Murphy, Richard E.; Simonds, Cheri J.; Mazer, Joseph P..
Communication Education (0363-4523). 01/01/2007. Vol.56, Iss.1;p.1-17.

Facebook: friend or foe? Piesing, Mark.
The Times Educational Supplement (0040-7887). September 14 2007 TES Magazine supp. p.14-19.
Source: Wilson OmniFile: Full Text Mega Edition

Learn A Language Using Online And Multimedia Tools. Ivan Schneider.
TECHWEB. April 5, 2008 Saturday 7:00 AM GMT.
Source: LexisNexis Academic

New Answers for E-Learning. Kim Clark.
U.S. News & World Report. January 21, 2008 Monday.

Interactive content for presentations in virtual reality.
Course provided article by Dr. Pine

Computational mechanisms for gaze direction in interactive visual environments.
Course provided article by Dr. Pine

Interactive Documentaries.
Course provided article by Dr. Pine