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& Cheever, 2013). Likewise, literacy teachers cannot assume that adolescents’ immersion in technology has honed their knowledge and skills related to digital literacy practices (Crowley, 2014). Rather, a shift in literacy practices is necessary, and literacy teachers must “understand the role and value of these literacies,” as well as “how to infuse them into their curriculum in meaningful ways” (Buckley, 2014, p. 7). Literacy teachers who seek to promote the development of students’ digital literacy skills through media multitasking and social media should keep the following evidence- based and practitioner-based instructional considerations in mind. Allow for personalization. As adolescents assume an active role within a social media environment, it is important for literacy teachers to consider developmental stages related to adolescence. According to Erikson (1968), adolescents begin establishing a sense of identity, which entails the exploration of values, roles, goals, and purpose for one’s life. With this in mind, literacy teachers might consider providing virtual spaces that students may personalize (Casey, 2013). Various social media platforms provide space for users with which they may create a blog, upload pictures, customize the theme, select an avatar, and/or produce a profile. As literacy teachers allow for personalization with social media, it is extremely important to attend to privacy and appropriateness with students. With regard to privacy, literacy teachers should be the administrator for students’ virtual spaces and consider restricting user access to only students enrolled in the class. Literacy teachers might also consider the use of pseudonyms to protect students’ identity further. Concerning appropriateness, literacy teachers should facilitate numerous discussions regarding suitable portrayal of oneself within a social media environment before students personalize their virtual spaces. Once students have personalized their virtual spaces, literacy teachers should continuously monitor students’ activity and address any inappropriate behavior or privacy concerns immediately. nuances, particularly among adolescents (Amicucci, 2014; Rust, 2015). Although academic language is a significant part of the writing completed during the school day, much of the writing that adolescents complete outside of school employs nonacademic language. Literacy teachers should recognize the role that academic and nonacademic languages play in students’ lives and provide opportunities for students to use each language during various learning experiences at school. In doing so, literacy teachers are enhancing students’ skills with manipulating language, while also fostering a safe space for adolescents to explore and maintain their identities. Rust (2015) explained that attention to language requires “tactical teaching,” where teachers “work alongside students to co-construct new learning spaces” (p. 500). Literacy teachers might also consider designing learning experiences during which students first analyze online comments from various media sources so that they may explore the different characteristics, styles, and features before composing their own writings (Chandler-Olcott, 2013). Recognize academic and nonacademic languages. Language utilized within social media contexts carries its own unique

intensified challenges to students who have attention deficit hyperactivity disorder (ADHD). Therefore, literacy teachers must explore accommodations that support students as they navigate through encountered challenges (Ewen et al., 2012). Wieth and Burns (2014) cautioned that simply offering students incentives may not necessarily lead to increased academic performance and is likely to “encourage more superficial or habitual processing” (p. 69). Therefore, literacy teachers should seek accommodations that provide students with an appropriate amount of support during learning experiences that involve media multitasking, such as strategies that assist with self-monitoring of one’s behavior or strategies that support task completion (Siklos & Kerns 2003). Social Media among Adolescents Adolescents are avid users of social media, and many have reported use of multiple platforms for social media (Lenhart et al., 2011; Lenhart et al., 2015). Current popular platforms for social media among adolescents include blogs, wikis, and podcasts, along with social networking websites, such as Facebook, Instagram, or Twitter. Social media platforms are social environments that allow users to create and share content with a multitude of other users worldwide. and establish a space for collaboration, participation, and cooperation (Fewkes & McCabe, 2012). Fewkes and McCabe presented findings that showed some teachers were reluctant to incorporate social media in the classroom due to concerns related to distractibility. However, Fewkes and McCabe maintained that as teachers develop understandings regarding students’ use of social media, they can “better target and implement strategies that use social media” to meet curricular requirements (p. 96). When using social media in the classroom, literacy teachers must also ensure they address students’ online privacy practices due to their visibility and sharing of information, such as text, photographs, videos, and other content (Marwick & Boyd, 2014). connectedness (Mao, 2014). With this in mind, many students are participating in “personal expression through multiple media” as they “negotiate and create new meanings through their online interactions” (White & Hungerford-Kresser, 2014, p. 645). When used in a pedagogically sound manner, social media has the potential to be an authentic and culturally relevant way to engage students with learning. However, in order for students to view social media as a tool for learning, literacy teachers must incorporate use of social media regularly, thoughtfully, and be active participants who provide students with meaningful feedback (Mao, 2014). Instructional Considerations for Literacy Teachers Restricting the use of technology during learning is not a realistic option and only leads to learning environments that are dull, boring, and discourages engagement (Rosen, Mark Carrier, The inclusion of social media during the process of learning has the potential to foster a sense of community among students Social media use encompasses a significant amount of adolescents’ time mainly for reasons of leisure and social

Reading Matters Technology Matters

| 56 | Reading Matters | Volume 16 • Winter 2016 | scira.org

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