Teachers and Facebook: Using online groups to improve students’ communication and engagement

Communication Teacher | Fernando da Cunha Júnior, Claudia van Kruistum, Bert van Oers

This paper reports on how teachers, from different cities in Brazil, used groups on Facebook and how communication between teachers and students was affected by using such groups. This study is framed under the Cultural Historical Activity Theory (CHAT) perspective, and is conceived from a methodological background that invites participants to collaborate during the research. We examined posts from the groups on Facebook from February/2013 to June/2014 by a qualitative approach, including some quantification of part of the data, and analysed responses to a questionnaire for teachers by the end of the research. Our findings suggest the teachers used the groups for different purposes, which lead to an improvement in communication between teachers and students – online and in-classroom – and in students’ engagement in the classrooms.

Jongeren en hun gebruik van oude en nieuwe media

Tijdschrift voor Orthopedagogiek | Full-text | Claudia van Kruistum, Paul Leseman, Mariëtte de Haan

Het debat over de rol die digitale media al dan niet in het onderwijs zouden moeten innemen, wordt gekenmerkt door een tegenstelling tussen oud en nieuw, schrift en beeld, boeken en iPads. In dit artikel willen wij duidelijk maken dat hiermee geen recht wordt gedaan aan de enorme variatie die bestaat in nieuwe media en de wijzen waarop zij functies kunnen vervullen die voorheen sterk met oude media waren geassocieerd. In een longitudinaal onderzoek hebben we bij jongeren, vooral die van het vmbo, bestudeerd hoe zij buiten school lezen en schrijven in brede zin en wat de onderwijskundige relevantie hiervan is. We lichten drie hoofdbevindingen uit: (1) er bestaat niet zoiets als een ‘Netgeneratie’, (2) jongeren gebruiken liever nieuwe dan oude media, en (3) het onderwijskundige potentieel van nieuwe media blijft onbenut. Jongeren moeten leren hoe zij nieuwe media voor meer dan hun plezier kunnen gebruiken.

Youth media lifestyles

Human Communication Research | Full-text | Claudia van Kruistum, Paul Leseman, Mariëtte de Haan

In this article, the concept of “media lifestyles” is adopted in order to develop a comprehensive approach toward youth engagement in communication media. We explore how 503 Dutch eighth grade students with full access to new technology combine a broad range of media by focusing on their engagement with media while taking various contexts of use into account. Four different media lifestyles of media omnivores, networkers, gamers, and low-frequency users are described. Furthermore, we show how the methodology we used is able to provide more insight into how the distinguished media lifestyles were codetermined by particular media, functions and social contexts. Finally, the implications for the Uses & Gratifications theory are discussed.

Changing engagement of youth in old and new media literacy: Patterns, functions and meanings

Dissertation | Full-text | Claudia van Kruistum

The goal of this dissertation is to examine the changing engagement of youth in the large variety of out-of-school literacy practices, including uses of old and new media. The main focus is on Dutch youth from the lower tracks of prevocational secondary education, who often struggle with the literacy demands of the school curriculum. In line with a socio-cultural perspective on literacy this dissertation moves away from a research tradition that approaches literacy as a set of individual reading and writing skills. An alternative way of conceptualizing literacy is proposed in terms of family resemblances, a notion borrowed from the German philosopher Wittgenstein: Literacy activities do not share one common set of features, but throughout activities similarities – great and small – crop up and disappear. From this perspective, which underpins the research presented in this dissertation, literacy is a broad and complex concept that encompasses traditional print-based media, new (digital) media and their various but sometimes interrelated uses.

Hoe moeilijk is goed lezen en schrijven voor vmbo’ers? Inzichten uit onderzoek

In: Het vmbo dichterbij. Bewegen tussen theorie en praktijk | Full-text | Roel van Steensel, Amos van Gelderen, Claudia van Kruistum, Ilona de Milliano, Mirjam Trapman, Ron Oostdam

Het lees-en schrijfgedrag van leerlingen in het vmbo is doorgaans een bron van zorg. Lezen en schrijven: ze kunnen het niet, ze willen het niet en ze doen het niet, is het stereotiepe beeld. Maar klopt dat beeld wel? Wat weten we eigenlijk over wat vmbo’ers kunnen, willen en doen? En wat weten we over de vraag hoe je leerlingen zo kunt uitdagen dat ze betere, meer gemotiveerde en actievere lezers en schrijvers worden?

Gender differences in adolescents’ out-of-school literacy practices: A multifaceted approach

Computers & Education | Full-text | Asli Ünlüsoy, Mariëtte de Haan, Paul Leseman, Claudia van Kruistum

The present study examined the out-of-school literacy activities of 70 students in 7th grade of prevocational training schools in the Netherlands. Guttmann’s Facet Theory was applied to study literacy as a complex, multifaceted phenomenon. With the increasing influence of digital technologies, the facet design approach was found especially suited to track the many changes occurring in presentation modalities, functions, and productive versus consumptive uses of literacy. The study shows that the facet approach was useful in pinpointing how these shifts in literacy engagement turn out differently for boys and girls. Based on self-reports via an Internet questionnaire, the study shows that girls outscored boys in every aspect of literacy, including computer and Internet based literacy practices. However, while among girls a more balanced profile was found regarding the engagement in traditional and new literacy practices, the boys reported a high preference for the new digital media. Moreover, we found that girls, compared to boys, used new literacy activities more often for educational purposes. The findings suggest that, given this more balanced profile, girls, compared to boys, are less at risk of losing touch with traditional print-based educational literacy in school.