Twitter,cyber-violence,and the need for a critical social media literacy in teacher education: A review of the literature |
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| Institution: | 1. Erasmus University, Rotterdam, the Netherlands;2. Yulius Academy, Yulius Mental Health Organization, the Netherlands;3. Utrecht University, Utrecht, the Netherlands;4. University of Groningen, Groningen, the Netherlands;5. Rotterdam University of Applied Sciences, Rotterdam, the Netherlands;6. Windesheim University of Applied Sciences, Zwolle, the Netherlands;1. Elon University, Campus Box 2105, Elon, NC 27244, USA;2. Universitat de les Illes Balears, 1 Calvari, 07800 Eivissa, Balearic Islands, Spain;3. Universitat de les Illes Balears, Cra. de Valldemossa, km 7.5, 07122 Palma, Balearic Islands, Spain;1. School of Management, Huazhong University of Science and Technology, Wuhan 430074, China;2. School of Information Management, Hubei University of Economics, Wuhan 430205, China;3. College of Information Management, Zhengzhou University, Zhengzhou, 450001, China |
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| Abstract: | Multiliteracies and new literacies pedagogies advocate for expanded ideas of literacy, which focus heavily on the use of digital technologies within the classroom. Yet there is little discussion within the discipline regarding the ethical implications of using social media in teacher education. This is of particular concern given the potential for online spaces to be unsafe. In particular, the social media site Twitter, used and promoted by many educators to collaborate within professional learning networks, is rife with misogyny and racial violence. Through a review of the current literature on social media use in teacher education, and a multi-disciplinary perspective on issues of cyber-violence, I will discuss the ethical implications for teacher educators who want to use Twitter as a pedagogical tool and offer strategies to develop critical social media literacy practices. |
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| Keywords: | Cyber-violence Social media Multiliteracies New literacies Teacher education Misogyny Racial violence |
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