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This book centers on several key areas of social engagement and social learning in higher education today, including social networking platforms and e-portfolios. In addition to these Web 2.0 technologies, rapid improvements in related communication technologies (e.g., broadband services, wireless, mobile phones, and tablets) have also provided the necessary infrastructure components by which educators implement innovative teaching and learning practices on a larger scale, in a more reliable manner, and in a more targeted fashion. These technologies are also transforming our views of what it means to learn in an increasingly globalized, interconnected, and pluralistic world. The authors have presented several perspectives on how to use social networking tools to better engage learners in more meaningful and authentic learning activities. Social networking sites like Facebook are not a panacea for effective learning, but they do provide instructors and students with a convenient platform for enhancing the teaching and learning process. Instructors also play an important part in modeling proper online behavior through their presence on the platform and their interaction with their students. However, these tools are only one piece of the learning puzzle. The ultimate goal is to enable students to become lifelong learners and to instill in them a high value for learning that matures over their lifetime. As such, these tools can be used to better engage students more deeply in authentic and personally meaningful learning experiences.

Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.

Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.

In this study, the strategies of companies regarding social media and stakeholder dialogue and engagement are central. Based on insights from previous studies, it showed that organizations used little opportunities for stakeholder dialogue on social media. Since dialogue is a condition to create engagement, it is of importance for a follow-up study. Therefore, 10 respondents from leading European companies were interviewed and asked about strategies regarding stakeholder dialogue and related topics. From the results, we can conclude that engaging in dialogue with stakeholders on social media is still underdeveloped. Organizations are not only missing opportunities but also take risk not pursuing the opportunities social media offer.

This chapter provides an overview of what is currently known in the scientific literature about the effects of disclosures of sponsored content on consumers’ responses.

We provide a qualitative literature review of 21 empirical studies.

Awareness of disclosures is rather low, but when consumers are aware of a disclosure, it successfully activates persuasion knowledge and can increase brand memory. The literature shows inconclusive findings with respect to the effects of disclosures on attention paid to sponsored content, critical processing, brand attitudes, and purchase intentions. In addition, the literature shows that modality of the disclosure has no significant effects, but the content of the disclosure, its timing, its duration, receivers’ moods, and their perceptions of the sponsored content or the endorser are important moderators.

More research is needed on differences in effects of disclosures in different media and on disclosures of online sponsored content online (e.g., sponsored tweets and vlogs).

This chapter provides advertisers with insights on how disclosures affect the persuasiveness of sponsored content in several media.

For legislators, explicit guidelines on how to create effective disclosures of sponsored content are provided. For example, to increase persuasion knowledge, disclosures should be portrayed for at least 3 seconds and if logos are used, they should be accompanied by texts explaining the logo.

This overview is a valuable starting point for future academic research in the domain of disclosure effects and provides insights for advertisers and legislators.

As the deployment of ICT and the Internet especially increases all around the world, the urgency of providing access to the “have-nots” appears at least diminished, with new issues and urgencies at the forefront. However, studies show that even when the best conditions for access are established, not everyone uses their digital devices for the same purposes, even when sharing the same goals, or when participating in the same experiences.

To explore potential explanations of these phenomena, this study examines survey data from students from a private university in Peru regarding their backgrounds and expertise with ICT. We use the twin concepts of social and cultural capital to establish a connection between their larger lifeworld experiences and their use of digital media. For this purpose, we analyze the data using polychoric correlations to explore patterns resulting from self-perception of access and skills, as well as processes related to social capital such as differentiated media use.

Findings indicate that there are differentiated processes of capital accrual using ICTs, but, at the same time, the productive and leisure dimensions of ICT use must be considered.

The appropriation of artificial intelligence (AI) into everyday workplace practices is becoming pervasive. Some of the industries that have seen the improved appropriation of AI include the automotive industry, food chains and other retail businesses. The media industry in developed countries has also been appropriating AI into newsrooms ecologies. This development has left news media workers, especially in developing countries, questioning the viability of their jobs in the foreseeable future as machines take over and disrupt newsmaking and production processes. The unknowns that come with AI adoption have been met with both utopian and dystopian views in African newsrooms, especially in countries that understand less on how to deploy AI affordances. Premised on the technology acceptance model and the concept of technological appropriation and a qualitative methodology that used structured interviews with community media journalists from the Western Cape province of South Africa, this chapter examined journalists' perceptions of AI deployment in the community media space. The findings of the study show that community media journalists hold both utopian and dystopian views on the utility of AI in the community media space. While most journalists perceive AI as enhancing the efficiency and accuracy of the newsmaking process, there is a significant number of journalists who perceive AI as inimical to the legitimacy and credibility of the profession. Furthermore, AI is also seen as a threat to jobs within the journalism profession. These findings resonate with previous studies that have shown that journalists are divided on the perceived utility of AI in newsrooms.

This chapter explores food culture in social media. It focuses in particular on the affordances offered by social media platforms to create, develop and negotiate individual digital identities, which mediate personal, social and professional relationships with and investment in food, nurture and wellbeing. It examines the adoption of specific social media platforms for commercial and societal use, as well as the significant impact that the digitally curated food culture identities of influential others such as celebrity chefs, food bloggers, lifestyle gurus and self-styled ‘experts’ can have on their followers. There is, for example, Twitter’s role as a monitor of food choice decisions and a data source for food-related consumer behaviour research, and the use of Instagram by brands and companies in contrast to Facebook’s deployment as a community‑building social media tool where interest groups can share information, views and mutual support. The photogenic, young female lifestyle guru is the object of special scrutiny in which the apparent effortlessness with which they have achieved the self they present and their legitimacy to pronounce on health and nutrition is called into question. Finally, the chapter does not offer comprehensive nor conclusive findings on the experiences and exchanges depicted here which develop an overview of social media food cultures. Rather, it presents a flavour of the complex nexus of issues surrounding engagement with the topic in terms of reflections on society itself and on the role such interactions play in the creation of self-identity.