Social Networking

This article examines a YouTube school shooting fan network. We analyze the network dynamics, potential efficacy and influence of this network. Our main task is to discover if school shooting fans form a small-world network and to study the social psychological characteristics of the group's formation and cohesion. Our theoretical approach draws from social network theory, group theory and subcultural theory. The data were collected from YouTube during April 2012. The network still existed in 2014, which shows that it continues to be potentially influential since it is easy to detect and hard to eliminate. Initially, profiles with references to school shootings were searched for by using various keywords related to school shootings. Only those profiles that included positive or sympathizing comments on school shootings were selected for further analysis. A total of 113 pro-school shooting pro- files were identified, and 100 out these profiles belonged to the same social network, which resembles a small-world network. Our thematic analysis reveals that Columbine-shooting fans form the core group of the network, with the Columbine murders being a uniting factor among the fans. The results indicate that social networking sites provide a powerful arena for users interested in morally dubious material to find other similarly minded people globally. School shooting fans share a common language and they express similar ideological points of view and justifications for the mass violence.

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            Este trabalho tem como objectivo investigar a relação entre os novos recursos de comunicação, nomeadamente telemóvel e computador (comunicação via Internet e programas destinados à socialização na rede, tal e como Facebook, hi5, My Space, Skype, MSN Messenger e outros afins) e a linguagem. Serão analisados os grupos de utentes deste tipo de serviços que a Internet oferece, que são geralmente adolescentes, jovens e jovens adultos e a sua linguagem, que tem a tendência a ser coloquial e informal, por causa de vários factores: carácter menos formal da situação de comunicação, desejo de identificação com um determinado grupo, e o que parece mais interessante para este trabalho: a proximidade com a oralidade e a ilusão da presença do interlocutor. O que é importante do ponto de vista do ensino de línguas é investigar como é que o professor deve lidar com os erros que os alunos cometem devido ao uso excessivo destes meios de comunicação e colocar a questão de si os textos encontrados na Internet nas páginas que se dedicam ao relacionamento interpessoal devem ser mencionados e tratados na sala de aula, e quais são as técnicas e estratégias que o professor deve utilizar para aproximar esta matéria aos alunos
Novas tecnologias, redes sociais, linguagem, did]actica de Português  L2 /LE

INKE is a Canadian 7-year SSHRC-funded Major Collaborative Research Initiative. INKE, as it has evolved, has had 5 thematic groups that focused on: Interface Design, Modelling and Prototyping, User Experience, Textual Studies, and Information Management. After 5 years, over 200 collaborators have written, presented, and published more than 580 works. Such a quantity of production challenges the way we evaluate the work of the research group and the balance of collaborative foci. Therefore, we took a distant reading approach using social network analysis methods to assess INKE’s publication dynamic and reveal not only the interactions between the original thematic groups, and individuals in each group, but also the opportunities for graduate students to participate in the academic production.

Recent studies of peer review underscore that some facets of accepted evaluation methods have serious flaws. Assessments are often burdened by protectionist inclinations against new ideas, unstable editorial demographics, affiliational biases, and occasionally unethical and/or corrupt protocols, or the avoidance of protocols put in place to restrain biases. This article examines a solution to these dilemmas: the open-source peer review. This emerging evaluation system allows the readers of a journal to offer feedback on submissions before they are officially sanctioned by a publication. Thus, the concept allows journal-readers (who are conceivably experts, like the editors) to decide or make recommendations on which articles are appropriate to continue with further revisions and/or to publish. The concept promises to offer a more democratically and demographically stable evaluation system, one that has the potential to avoid some of the problems that are inherent to traditional scholarly reviews.

Ces dernières années, les pages Spotted sur Facebook de certaines écoles du Québec ont souvent été un terreau fertile pour la cyberintimidation. À l’objectif initial du flirt anonyme s’était rapidement ajouté un flot d’insultes, de provocations, de photos dégradantes, de fausses accusations, etc. Plusieurs organismes, directions d’écoles et parents avaient alors sonné l’alarme face aux dérives que permettaient ces pages. Mais qu’en est-il en ce début de nouvelle année scolaire?

While many districts have passionate educators participating in connected learning, many find it difficult to breakthrough and sustain a culture of innovative teaching, learning and leadership. Focusing on the learning organization, we’ll unpack Farmingdale's journey and the organizational conditions that have promoted accelerated professional learning and innovation. Join us for a conversation on how to build a culture that balances innovation with accountability. Together we'll define what makes an innovative school leader/organization.

The use of social networking systems has enabled communication to occur around the globe almost instantly, with news about vari- ous events being spread around the world as they happen. There has also been much inter- est in the benefits and disadvantages the use of such social networking systems may bring for education. This paper reports on the use of Twitter in a Japanese university course, and the effect it had on the participants’ autonomy. The second language learning motivation and metacognitive skills of 34 Japanese university students studying in a foreign cultures class were measured using both open-ended and closed-ended items in a questionnaire. The results suggest that only students who have high linguistic self-confidence will display prog- ress in taking charge of their learning habits and becoming autonomous in their study as a consequence of using a social networking system in class.

In an information economy that is built upon participatory surveillance-based entertainment, we are simultaneously acting as consumers and producers of our very own, personal mediated realities. Besides reality television formats, social networking sites such as Facebook have successfully delivered a new form of watching each other, in a seemingly safe setting, on a screen at home. But our narratives online are not only part of a global reality show, in which we perform for invisible human audiences – we are also being closely watched by the machines that meticulously record our actions and add them to their databases. We are moving in a continuous feedback loop of the surveillance-entertainment industry that we have positioned ourselves in, which constitutes our subjectivity as both performer and critic in a spectacle staged by technology.