Teachers' Constructions of Digital Spaces of Advocacy

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Teacher Education and Advocacy: Creative Approaches and Agentive Induction (Table 10)

Abstract

In response to the ever-increasing stressors faced in their workplaces, many teachers have joined together in online social networks. This qualitative content analysis of one such community explores how educators construct social media platforms as spaces to engage in advocacy and support, addressing issues that impact teaching in the workplace. I draw from theories of constructed space, affinity spaces, and new social literacy practices to interrogate how teachers’ literacy practices support the co-construction of meaning within the space. Initial findings indicate that teachers primarily use this space to seek guidance, build community, and compose multimodal texts in meaningful ways. While social media platforms offer teachers opportunities to provide and receive support, they also have potential to channel concerns into actions.

Author

• Katharine Hull, University of South Florida
  Presenting Author