lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teacher trainees’ information sharing activities and identity positioning on Facebook
Lund University, Sweden.ORCID iD: 0000-0002-6184-6603
2017 (English)In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 73, no 2, p. 244-262Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2017. Vol. 73, no 2, p. 244-262
Keywords [en]
Higher education, Information literacy, social media, Teacher training, identity, Information sharing
National Category
Information Studies
Research subject
Humanities, Library and Information Science
Identifiers
URN: urn:nbn:se:lnu:diva-85702DOI: 10.1108/JD-06-2016-0085OAI: oai:DiVA.org:lnu-85702DiVA, id: diva2:1328526
Available from: 2019-06-21 Created: 2019-06-21 Last updated: 2019-08-09Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Hanell, Fredrik

Search in DiVA

By author/editor
Hanell, Fredrik
In the same journal
Journal of Documentation
Information Studies

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 1 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf