Teenagers' Use of Affinity Spaces on Social Media Platforms for Informal Learning

• In Event: Research in Informal Learning Environments During COVID-19

Abstract

Objectives
Teenagers are avid social media users. A 2015 survey conducted by the Pew Research Center found that 81% of teenagers access social media (Lenhart, 2015). Empirical research on teens and social media places a substantial focus on their negative uses of these platforms (Dennen et al., 2020). However, social media affords teenagers access to people, information, and ideas that extend well-beyond their households, schools, and local communities. The purpose of this study is to explore how and why teenagers use of social media platforms, specifically affinity spaces on social media platforms, for informal learning.
Theoretical Framework
This study implements Gee’s (2004) affinity space as the conceptual framework for teenagers’ use of social media platforms for informal learning. Affinity spaces are physical, virtual, and blended spaces that provide opportunities for participants to develop an affinity for topics and practices (Gee, 2004, 2005). Gee (2004) suggested that people learn best in affinity spaces because their learning is part of a highly motivated engagement with social practices they value. This ensures that everyone, regardless of age, gender, race, and expertise, can participate in the space if they share a common interest. Additionally, affinity spaces are conducive to both synchronous and asynchronous communications, allowing participants to interact within the space at their preference and convenience.
Methods
The research design is a qualitative, multiple case study (Creswell, 2013). Each teenagers’ informal learning practices using affinity spaces on social media platforms is substantially unique; therefore, each participant represents a case. Since each participant represents a case, I am able to explicate differences and similarities between the participants (Stake, 1995).
Data Sources
Participants in this multiple case study are teenagers between the ages of 13 and 18 enrolled in middle or high school in the United States during the 2020-2021 academic year. Using a recruitment survey, the researcher identified teens who currently used social media for informal learning purposes. The data for each participant, which was collected during summer 2021, includes one-hour pre-interview, fourteen days of audio diaries and digital informal learning artifacts, and a one-hour post-interview.
Results
Data analysis on this project ongoing; therefore, initial findings are presented. Participants discussed that they are using social media platforms to support their school instruction, particularly those who spent time in digital academy due to COVID-19. Additionally, the isolation of COVID drew them to these spaces to connect with their peers and support current or new hobbies and interests.
Scholarly Significance
This study has practical implications for adults, specifically parents and educators, who are interested in instilling informal learning skills and strategies in their children and students. While these skills and strategies are beneficial to all, they can be particularly advantageous for teenagers who experience educational inequities (Greenhow & Robelia, 2009). Social media platforms do not have to power to close these gaps; however, they provide teenagers with spaces to explore their interests and meet their learning needs.

Author

• Lauren Bagdy, University of Georgia