The Implications of Social Media Scholarship on Forming a Knowledge Community in Black Cyberculture: A Coconstructed Narrative

Abstract

Following the mass closing of US schools during the COVID-19 pandemic of 2020, the authors noted an increase in discourse among literacy teachers and literacy coaches on social media platforms. Over a period of 9 months, the authors followed the interactions and work of social media scholars on the Twitter platform. In reflecting on Craig's (1995; Craig, Curtis, Kelly, Martindell, & Perez, 2020) illustrative pillars of knowledge communities and Brock's work on black cyberculture, we use narrative inquiry (Clandinin & Connelly, 2000; Connelly & Clandinin, 1990) to: (1) explore the elements of social media scholarship and (2) reflect on how active engagement in social media scholarship aids in the development of online knowledge communities that amplify and sustain the work of black womxn scholars.

Citation

Auzenne-Curl, C.T. and Carr, D. (2021), "The Implications of Social Media Scholarship on Forming a Knowledge Community in Black Cyberculture: A Coconstructed Narrative", Auzenne-Curl, C.T. and Craig, C.J. (Ed.) Developing Knowledge Communities through Partnerships for Literacy (Advances in Research on Teaching, Vol. 37), Emerald Publishing Limited, Leeds, pp. 231-243. https://doi.org/10.1108/S1479-368720210000037014