Kris Isaacson | University of Wisconsin - Stout (original) (raw)

Papers by Kris Isaacson

This discussion article presents communities of practice (CoPs) and bridging social capital as co... more This discussion article presents communities of practice (CoPs) and bridging social capital as conceptual frameworks to demonstrate how social media can be leveraged for family nursing knowledge, scholarship, and practice. CoPs require a shared domain of interest, exchange of resources, and dedication to expanding group knowledge. Used strategically and with a professional presence, mainstream social media channels such as Twitter, Facebook, and YouTube can support the family nurse in developing and contributing to CoPs related to family nursing. This article presents four strategies—curate, connect, collaborate, and contribute—for establishing and growing a social media presence that fits one's professional goals and time availability. Family nurses who leverage social media using these strategies can strengthen existing CoPs and at the same time bridge networks to reach new audiences, such as family advocacy groups, policy makers, educators, practitioners, and a wide array of other extended networks.

Purpose – This paper aims to closely examine the features of an urban community-based learning pr... more Purpose – This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary lmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice.

Design/methodology/approach – Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator.

Findings – Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system’s object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that “can facilitate learning, empowerment, and civic action” (Jenkins et al., 2016).

Originality/value – Overall, this study is a contribution to the eld as it responds to the need for close examinations of complex technology-mediated learning settings “through the lens of equity and opportunity” (Ito et al., 2013).

Keywords: Media, New literacies, Literacy

and literary character roles. Uses grounded theory to construct knowledge and question common ass... more and literary character roles. Uses grounded theory to construct knowledge and question common assumptions as one cycle in a larger action research project. Finds themes of (1) students enacting individual and character voice through character portrayal; (2) simulation game affordances of engagement and empowerment through opportunities to safely explore and constructively communicate multiple perspectives, respect for diversity, and democratic ideals; (3) increased student confidence and demonstration of literacy skills in authentic experiential learning activities; (4) students taking active roles in their learning and exploring unique avenues for making their voices heard; and (5) application to other types of curricula. #digital/technologytools #academictechnologyuse #perspectivetaking #motivation/engagement Rust, J. (2015). Students' playful tactics. Journal of Adolescent & Adult Literacy, 58,[492][493][494][495][496][497][498][499][500][501][502][503] Describes the identity tactics adolescents employ within Ning, a classroom social networking platform, when it is used in two face-to-face high school English classes and its impact on curricular purposes. Uses a qualitative research methodology to investigate students' socially embedded identity practices within teachers' curricular actions and the environment. Finds that students compose a virtual self through use of pop culture, wit, and gossip (discourse regarding characters, not peers). Indicates that students' identity tactics transformed the classroom environment into an informal space; however, this did not detract from curriculum or standards engagement. Suggests that (1) English classrooms are an appropriate forum to instruct students in digital communication and navigation skills, and (2) teachers are responsible for co-constructing new learning platforms with students and defining common expectations. Provides tactics for teachers utilizing social networking spaces in formal learning environments. #digital/technologytools #discourse #socialnetworking #identity Schwartz, L. H. (2014). Challenging the tyranny of the five-paragraph essay: Teachers and students as semiotic boundary workers in classroom and digital space. Literacy, 48, 124-135. Examines how new media and youth practices affect students' traditional literacy practices in an Arizona urban high school within the US-Mexico borderlands region. Uses a sociocultural theoretical framework and a participatory action research design to investigate how the teacher/ researcher team drew on high school writing students' personal interests and motivations, as well as various semiotic resources across learning settings, to inform their pedagogical and curricular choices and to reframe the traditional "five-paragraph essay." Analyzes students' processes in the creation of hybrid multimodal texts. Findings suggest that positioning students and teachers as semiotic boundary workers affords a worthwhile framework for teachers and students in writing classrooms who desire to create literacy practices and activities that not only meet academic standards and testing requirements but also engage youth practices and digital tools in efforts to promote social change. #digital/technologytools #writing #socialnetworking #academictechnologyuse Siu, C. K. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy.

Online education is growing with considerable speed and now accounts for a significant proportion... more Online education is growing with considerable speed and now accounts for a significant proportion of student enrollment at institutions of higher education in the United States. Despite the popularity of online education, there are concerns related to student learning outcomes and engagement that just cannot be addressed as effectively in an asynchronous learning environment. This paper investigates the potential benefits of synchronous learning environments using the theoretical frameworks of social constructivism, social presence, and transactional distance. Finally, the author examines the affordances of Google Hangouts, the video conferencing feature of Google+ for potential use as a synchronous learning environment.

The higher education experience encompasses more than what is taught in the classroom. The abilit... more The higher education experience encompasses more than what is taught in the classroom. The ability for students to bridge worlds, establish new connections, and become contributing members of the campus community is also crucial to their emotional development and academic success. These students are also less likely to dropout and more likely to continue their education. Understanding this concept is at the core of first-year experience programs, but how do social networking sites (SNSs) like Facebook fit into this picture? What kind of impact can socializing on Facebook have on student attitudes and their perceived university experience?

The main purpose of this study is to investigate the effects of particular types and intensities of Facebook relationships experienced by first-year university students on their feelings of connectedness to the university and their likelihood to remain enrolled. The study examines relationships within the university (fellow students and university Facebook pages), as well as relationships with outsiders such as friends from high school and family members. The research shows that the ratio of university friends to overall Facebook friends, as well as frequency of interaction with university pages positively impacts student experience, whereas the frequency of interaction with high school friends has a negative impact.

The research suggests that Facebook can be an effective tool for engaging university students. It also indicates that relationships maintained in a virtual environment do have a significant impact on student attitudes and retention. When used by universities, Facebook has the potential for contributing to student confidence, promoting long-term, positive relationships, improving retention and connection to the university, and enhancing the overall education experience.

Keywords: Media, New literacies, Literacy