Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape

被引：0

作者：

Pelkey, Samuel ^{[1
]}

Stelmach, Bonnie ^{[1
]}

Hunter, Darryl ^{[1
]}

机构：

[1] Univ Alberta, Edmonton, AB, Canada

来源：

CANADIAN JOURNAL OF EDUCATIONAL ADMINISTRATION AND POLICY | 2021年 / 196期

关键词：

risk; social media; school leadership; SCHOOL; AMPLIFICATION; FAMILY; INVOLVEMENT; STUDENTS; WORK;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Studies have shown how digital communications impact administrators' work, but few have looked at the reputational risks to school administrators incurred through social media and digital communications. This Alberta case study looks at risk through Kasperson et. al's (1988) social amplification of risk framework for an exclusion room controversy. Twitter responses are analyzed and interpreted over a longitudinal, 5-year period. Despite school administrators' perceptions that risk might be generated on social media from community-led, grass-roots sources, traditional figures and agencies such as provincial news media and politicians appear more influential than school administrators, teachers, or parents in the Twitterverse. Implications are drawn for educational administrative behaviour and policy.

引用

页码：16 / 33

页数：18

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