Date of Conferral
2022
Degree
Ph.D.
School
Education
Advisor
Deanne Otto
Abstract
Social networking tools are innovative practices utilized by higher education institutions to promote the development of literacy skills and encourage engagement in an online learning platform. There is limited understanding of whether social networking tools have a similar effect on fourth-grade students' literacy development and engagement. The purpose of this basic qualitative research study was to explore fourth-grade teachers' perceptions of using social networking tools for literacy development and engagement. Using the Garrison, Anderson, and Archer's community of inquiry conceptual framework, research questions were designed to explore fourth-grade teachers' perceptions of using social networking tools in English language arts classes for literacy development and engagement. Semi structured interviews were conducted with eight teachers who use social networking tools. Coded transcripts were analyzed for emerging patterns which led to themes that answered the research questions. Results from the study indicated that social networking tools support literacy skills development among fourth-grade students. The teachers also indicated that engagement among students was very high as students collaborated in their online communities. Finally, the teachers discussed the importance of planning effective lessons using social networking tools to develop literacy skills and actively engage students. This study adds to the field of innovation and literacy development. It may contribute to positive social change in supporting districts to make professional development decisions to support elementary teachers in accessing and using social networking tools for literacy instructions.
Recommended Citation
Simms, Kishema Yolanda, "Teacher Perceptions of Social Networking Tools for Increasing Student Literacy and Engagement" (2022). Walden Dissertations and Doctoral Studies. 12852.
https://scholarworks.waldenu.edu/dissertations/12852
