Even though the use of social media in education is a now widely-studied topic, there still does not seem to be a general consensus for what social media may afford students or how best to use them in the classroom. In this article, I aim critically discuss some of the most prominent qualitative studies that explore the use of social media in the classroom. I critically consider some of the claims for affordances that social media can offer in the classroom, in particular the affordances of the interactive features that are unique to social media, the affordances for authoring to a wider, interactive audience, and the opportunity for increased student creativity. I then discuss how contemporary scholars have used social media as a platform for learning and literacies. The article some scholars’ findings for incorporating social media into the classroom and the limitations for social media in education. The article concludes with a discussion of some potential steps for future research.
Stewart, O.G. (2016). A critical review of the literature of social media’s affordances in the classroom. E-Learning and Digital Media, 12(5–6), 481–501. DOI: 10.1177/2042753016672895