Outline of articles in the Special Issue
| Section | Authors | Methods | Topic |
|---|---|---|---|
| Part 1: Critical Foundations | Oliveri and Carpenter | N/A (Conceptual paper) | Affinity spaces, platforms and algorithms |
| Heath, Krutka and Gleason | Educational technology audit | Discriminatory design and technoskepticism related to X/Twitter and Instagram | |
| Starks and Reich | Focus groups | Children’s digital and algorithmic literacy on YouTube and TikTok | |
| Russo, Blikstein and Literat | Content analysis | Political radicalization on X/Twitter | |
| Kang, Ko and Choi | Content analysis | Vaccine discourse on YouTube | |
| Part 2: Self-Direction in Teacher Learning | Marcelo-Martínez, Mosquera Gende, and Yot-Domínguez | Explanatory sequential mixed methods | Teacher social media use at different career stages |
| Na and Staudt Willet | Content analysis | New teachers’ challenges discussed on Reddit | |
| Part 3: Learners in Formal and Informal Contexts | Barany, Scarola, Acquah, Johnson, Reza and Walker | Qualitative single case study | Teaching data science to high school students with X/Twitter data |
| Vacca | Qualitative interviews | Teen Afro-Latinx high school students engaging with mental health content on TikTok | |
| Dennen, Bagdy and Ayan Karabatman | Cross-sectional survey | Higher ed students’ social media use during the transition from high school to college | |
| Akhmedova Sutcliffe, Greenhow, Fisher and Sung | Qualitative interviews | Neurodivergent higher ed students’ social media use and psychological well-being | |
| He | Qualitative multiple case study | International graduate students’ social media use |
| Section | Authors | Methods | Topic |
|---|---|---|---|
| Part 1: Critical Foundations | Oliveri and Carpenter | N/A (Conceptual paper) | Affinity spaces, platforms and algorithms |
| Heath, Krutka and Gleason | Educational technology audit | Discriminatory design and technoskepticism related to X/Twitter and Instagram | |
| Starks and Reich | Focus groups | Children’s digital and algorithmic literacy on YouTube and TikTok | |
| Russo, Blikstein and Literat | Content analysis | Political radicalization on X/Twitter | |
| Kang, Ko and Choi | Content analysis | Vaccine discourse on YouTube | |
| Part 2: Self-Direction in Teacher Learning | Marcelo-Martínez, Mosquera Gende, and Yot-Domínguez | Explanatory sequential mixed methods | Teacher social media use at different career stages |
| Na and Staudt Willet | Content analysis | New teachers’ challenges discussed on Reddit | |
| Part 3: Learners in Formal and Informal Contexts | Barany, Scarola, Acquah, Johnson, Reza and Walker | Qualitative single case study | Teaching data science to high school students with X/Twitter data |
| Vacca | Qualitative interviews | Teen Afro-Latinx high school students engaging with mental health content on TikTok | |
| Dennen, Bagdy and Ayan Karabatman | Cross-sectional survey | Higher ed students’ social media use during the transition from high school to college | |
| Akhmedova Sutcliffe, Greenhow, Fisher and Sung | Qualitative interviews | Neurodivergent higher ed students’ social media use and psychological well-being | |
| He | Qualitative multiple case study | International graduate students’ social media use |
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