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The growth of online social network sites and their conceptualization as affinity spaces makes them well suited for exploring how individuals share knowledge and practices around specific interests or affinities. The purpose of this study is to extend what is known about highly active/key actors in online affinity spaces, especially the ways in which they sustain and contribute to knowledge sharing.

This study analyzed 514 discussion posts gathered from an online affinity space on disease management. This study used a variety of methods to answer the research questions: the authors used discourse analyses to examine the conversations in the online affinity space, social network analyses to identify the structure of participation in the space and association rule mining and sentiment analysis to identify co-occurrence of discourse codes and sentiment of the discussions.

The results indicate that the quality and type of discourse varies considerably between key and other actors. Key actors’ discourse in the network serves to elaborate on and explain ideas and concepts, whereas other actors provide a more supportive role and engage primarily in storytelling.

This work extends what is known about informal mentoring and the role of key actors within affinity spaces by identifying specific discourse types and types of knowledge sharing that are characteristic of key actors. Also, this study provides an example of the use of a combination of rule mining association and sentiment analysis to characterize the nature of the affinity space.

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.

This paper aims to investigate an information literacy perspective on learning and new media, specifically virtual worlds and online affinity spaces. It aims to cover the potential of information literacy as an educational linchpin in the age of new media education.

This conceptual paper explores an information literacy perspective for learning and new media through previous research and prediction.

Information literacy provides a framework for addressing the explosion of information available, as well as a way to encourage self‐sufficient learners in the digital age.

Whereas previous studies have neglected information literacy as a lifelong skill, this paper recognizes the importance of research in virtual worlds which unveils the potential of new media as sites of learning independent from formal spaces. Recognizing the impact of information literacy on an information‐dependent society, it contributes to a body of literature about individual practices which allows for the creation of new instructional strategies.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study aims to explore the implications of a recent case in spring 2022 where the novel Dracula went “viral” as tens of thousands of Tumblr users participated in a serialized re-reading and discussion of the text through the hashtags #dracula and #dracula daily.

The authors use a mixed-methods sequential explanatory design approach (quant: topic modeling; qual: multimodal content analysis) to examine how users describe their own practices as well as top posts (more than 25,000 likes, comments and reblogs) in the first month of the collective reading of the novel.

The authors found that the serialization of Dracula made space for “wandering reading practices” (Chavez, 2010) relevant to this interpretive community on Tumblr. The quantitative methods determined specific affective, intertextual and serialized aspects of textual play that were salient to readers. In top posts themselves, the authors saw readers creating metaleptic content imagining characters like the protagonist Jonathan in other novels or contexts, as well as processing and playing with their collective emotional responses toward characters. Additionally, readers used irony or satire through multimodal compositions to create literary arguments.

Playfully analyzing literature together through intertextual connections and multimodal memes has the potential to be both emotionally resonant, culturally relevant and supportive of literary interpretive practices. Based on these findings, the authors provide suggestions for teachers working to embrace interpretive play in formal learning spaces.

This paper seeks to build a theory of mobile media learning by studying indigenous use of these media and theorizing what impact they might have on learning and education.

Using a critical approach, the paper reviews contemporary developments in mobile media learning particularly those happening outside of schools. It includes reviews of games and/or media, literature (particularly firsthand accounts published by designers and/or users), and analyses of online communities.

Although mobile media learning has mostly been framed as “anytime, anywhere” their more profound impact may be in the experience of place. Mobile media enables a multiplicity and hybridity of place that causes opportunities and challenges to learning and education.

To date, there has been relatively little close study of how youth use such media in educational and learning contexts, and more case studies are needed to understand the impact of mobile media on learning.

Those designing learning environments for a mobile media‐enabled world will need to rethink some basic assumptions about classroom configurations and learning. Rather than designing for large groups, educators might design for students to be in multiple places in time and place.

As handheld computing initiatives continue to proliferate, educators might benefit from taking a step back and reconsidering how mobile media is understood, and this paper argues that looking at mobile media as media with unique affordances makes new kinds of interactions come to light.

As higher education moves to formats that are not face-to-face classes in the wake of a global pandemic, educators need research-based guidelines to inform instructional planning and implementation. This study aims to provide recommendations for teaching with social media, as a complement and enhancement to traditional online teaching approaches.

The study draws on reviews of the research literature and the authors’ own experiences in studying and integrating social media into remote teaching and learning in university settings.

Learning environments that blend asynchronous online elements, where students can go at their own pace, on their own time, have some choice over their learning and are regularly and meaningfully engaging with other students, their teacher and the subject matter are most successful for student learning. Social media, with its affordances for personal profiling, relationship-building, content creation and socializing, when thoughtfully integrated into an online education plan, can help students and teachers stay connected while apart, enhance students’ engagement and make remote learning seem less remote.

The paper includes instructional guidelines for instructors and instructional designers in various post-secondary settings who seek to integrate social media as part of their strategy for remote higher education.

This study fulfills an identified need for pragmatic approaches to online higher education using social media.

This paper seeks to summarize the developments, methodological design, and some of the theories framed within a PhD research about the integration of social media in higher education. Its aims are to determine significant issues, challenges and opportunities that emerge when social media are integrated into learning environments in higher education.

“Doing Online Relearning through Information Skills” (DORIS) is proposed as a research framework to address the aims, objectives, and research questions of this study. It was conceived from a participatory action research perspective. This approach is intended to help discover and reflect upon teaching and learning practices in a technologically mediated educational setting. Furthermore, the concept of affinity spaces is discussed, together with its distinction from the concept of communities of practice. The data collection methods planned to conduct the study are: diagnostic questionnaire, blog, social learners' input and reports, a second questionnaire, and semi‐structured interviews.

The theory of affinity spaces offers a powerful way of thinking about teaching and learning processes mediated by different technologies. The heuristics that will focus the data collection and analysis are: on the function of content, and on the function of participants' interactions with the content and/or with one another.

DORIS is proposed as a powerful way to organize learning interventions through the structure of information literacy skills. It is grounded on action research and on constructivist, blended, and problem‐based learning. Researchers, librarians or educators can adapt this model for teaching, learning and researching about and with social media or for other technologically mediated learning environments, or could be adapted for information literacy programs.

This study aims to examine how information and social gratifications sought by Internet users affect their affinity for the Internet or for particular types of online content.

A survey was administered in Singapore to collect data. A correlation analysis, a paired‐sample t test, and hierarchical regression analyses are conducted to address the research questions and hypotheses.

Affinity for the Internet and affinity for particular types of online content are correlated and distinct. Both relate positively to social gratifications. The passive social gratification of Internet access and the active pursuit of interactions exert similar impact on both types of affinity. Information affects neither after social gratifications are controlled.

Constant access to online contacts or quality online interaction may facilitate social gratifications, thereby boosting user affinity for the Internet or for particular types of online content. Online information should be presented interactively to attract and retain users. The selection of online content and applications should also be made easier to cultivate a loyal user market.

This study contributes to U&G theory by adapting a television‐based proposition to cyberspace, and examining the attitudinal effect of online social gratifications involving different levels of user activity.