Greenhow, C. (2011). Youth, learning and social media. Journal of Educational Computing Research, 45(2),139-146.
Greenhow (2011) introduces the concept of a new social media as it relates to youth current practices and their potential impact on the way we teach and learn. The overview seems to focus on five articles that look at varying perspectives from different geographical subject positions, the uses of new technology research from a broad scope to very narrow group uses, in higher education and in teens and from varying socio-economic groups.
While this article is an introduction to a specific issue from the Journal of Educational Computing Research, the work acts as an introduction to the larger issue of integration as it was called for by the U.S. Department of Education in their 2010 National Educational Technology Plan. In what is essentially a call to action for more empirically-based research, USDOE defines learning as formal or informal; social media, which seems to hold a much broader definition in this text, a definition past the standard Facebook/Twitter perception today, has the ability to assist students in the construction of knowledge in a variety of scopes, and more research regarding these relationships are needed from educators, researchers, and designers: can social media support or inhibit learning? (p.141)
This is a significant work in that it provides an understanding of the scope of social media research. As I mention, this work moves past a standard definition of uses of Facebook and Twitter and introduces both broad and specific research interests. From informal learning through social media everyday practices to the way video content impacts reading comprehension, social media research comprises a vast sea of interests and solid research is required, and has specifically been called for by USDOE, across the breadth of this sea.