Publication Date

2011

Abstract

With the advent of Web 2.0, the “social web,” microblogging has emerged as a popular literacy practice through platforms such as Twitter. Yet the potential of microblogging in educational communities is currently underexplored. This case study of 150 preservice teachers shows how microblogging can positively influence reading and writing, with implications for literacy instruction in primary, elementary, and secondary settings.

School/Institute

Learning Sciences Institute Australia

Document Type

Journal Article

Access Rights

ERA Access

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