This case study explores what K-12 students learn from a 13-week class activity about attracting attention to civic issues on social media. This research responds to calls by scholars of civic education to expand notions of civic engagement and digital citizenship, which often have focused on urging students to protect their reputations in digital spaces. In contrast, the learning activity examined here encourages community-oriented digital citizenship, preparing students to inform and possibly empower social change. This study is grounded in Cognitive Flexibility Theory, which focuses on learning in ill-structured domains such as public social media. Further, the study builds on the increasingly popular idea of the Fifth Estate, which posits that people acting in civic ways in public spaces can be a powerful check on government, playing a role similar to that of journalism institutions, sometimes referred to as the Fourth Estate. Data collected in this study included a pre-survey, a written reflection and post interviews with 4 students as well as artifacts such as social media posts. Students employed two main strategies to draw attention to civic issues on social media: audience-signaling and networking. Further, students learned to seek credible and diverse information using class accounts on TikTok, Instagram, and Twitter. Finally, students offered definitions of digital citizenship and shared thoughts about how schools should teach it via social media. This study fills a gap in the research literature about K-12 teaching with social media; few prior studies take advantage of social media's affordance as a bridge between the classroom and communities outside the school. This study also illuminates learning as schools globally moved online in response to the pandemic.
Read
