Using Facebook to Understand the Science of Reading

• In Event: Avenues of Professional Development

Abstract

Given pervasive declining literacy scores on national assessments, an emphasis on the science of reading (SOR) has arisen, with many educators increasingly scouring social media for resources and information. Drawing upon research demonstrating how social media shape teachers’ instruction and understandings of the profession, our study uses content analysis to examine how educators participate in a Facebook group to understand the SOR. Findings indicate participants minimally engaged in the group. Participants frequently requested information about phonics-related materials, but rarely posted about content or pedagogical knowledge. Almost no empirical support for effectiveness of named materials was provided. While Facebook groups may be helpful for developing community, they do not yet serve to function as reliable means for bolstering professionalism.

Authors

• Erica M. Barnes, University at Albany - SUNY

• Jaime Lynn Puccioni, University at Albany - SUNY

• Abigail Ferris, University at Albany - SUNY