Into the Meta: Research Methods for Moving Beyond Social Media Surfacing
Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on profes...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Gerber, Hannah R. [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2016 |
|---|
| Schlagwörter: |
|---|
| Anmerkung: |
© Association for Educational Communications & Technology 2016 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Tech trends for leaders in education and training - Springer US, 1985, 61(2016), 3 vom: 19. Dez., Seite 263-272 |
|---|---|
| Übergeordnetes Werk: |
volume:61 ; year:2016 ; number:3 ; day:19 ; month:12 ; pages:263-272 |
| Links: |
|---|
| DOI / URN: |
10.1007/s11528-016-0140-6 |
|---|
| Katalog-ID: |
OLC2086990634 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | OLC2086990634 | ||
| 003 | DE-627 | ||
| 005 | 20230401101616.0 | ||
| 007 | tu | ||
| 008 | 230302s2016 xx ||||| 00| ||eng c | ||
| 024 | 7 | |a 10.1007/s11528-016-0140-6 |2 doi | |
| 035 | |a (DE-627)OLC2086990634 | ||
| 035 | |a (DE-He213)s11528-016-0140-6-p | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 082 | 0 | 4 | |a 370 |q VZ |
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Gerber, Hannah R. |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Into the Meta: Research Methods for Moving Beyond Social Media Surfacing |
| 264 | 1 | |c 2016 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ohne Hilfsmittel zu benutzen |b n |2 rdamedia | ||
| 338 | |a Band |b nc |2 rdacarrier | ||
| 500 | |a © Association for Educational Communications & Technology 2016 | ||
| 520 | |a Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. | ||
| 650 | 4 | |a Metadata | |
| 650 | 4 | |a API | |
| 650 | 4 | |a Social media | |
| 650 | 4 | |a Professional development | |
| 700 | 1 | |a Lynch, Tom Liam |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Tech trends for leaders in education and training |d Springer US, 1985 |g 61(2016), 3 vom: 19. Dez., Seite 263-272 |w (DE-627)130415758 |w (DE-600)626199-1 |w (DE-576)9130415756 |x 8756-3894 |7 nnns |
| 773 | 1 | 8 | |g volume:61 |g year:2016 |g number:3 |g day:19 |g month:12 |g pages:263-272 |
| 856 | 4 | 1 | |u https://doi.org/10.1007/s11528-016-0140-6 |z lizenzpflichtig |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_OLC | ||
| 912 | |a SSG-OLC-BIF | ||
| 951 | |a AR | ||
| 952 | |d 61 |j 2016 |e 3 |b 19 |c 12 |h 263-272 | ||
| author_variant |
h r g hr hrg t l l tl tll |
|---|---|
| matchkey_str |
article:87563894:2016----::nohmtrsacmtosomvnbynsc |
| hierarchy_sort_str |
2016 |
| publishDate |
2016 |
| allfields |
10.1007/s11528-016-0140-6 doi (DE-627)OLC2086990634 (DE-He213)s11528-016-0140-6-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Gerber, Hannah R. verfasserin aut Into the Meta: Research Methods for Moving Beyond Social Media Surfacing 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Association for Educational Communications & Technology 2016 Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. Metadata API Social media Professional development Lynch, Tom Liam aut Enthalten in Tech trends for leaders in education and training Springer US, 1985 61(2016), 3 vom: 19. Dez., Seite 263-272 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:61 year:2016 number:3 day:19 month:12 pages:263-272 https://doi.org/10.1007/s11528-016-0140-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 61 2016 3 19 12 263-272 |
| spelling |
10.1007/s11528-016-0140-6 doi (DE-627)OLC2086990634 (DE-He213)s11528-016-0140-6-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Gerber, Hannah R. verfasserin aut Into the Meta: Research Methods for Moving Beyond Social Media Surfacing 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Association for Educational Communications & Technology 2016 Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. Metadata API Social media Professional development Lynch, Tom Liam aut Enthalten in Tech trends for leaders in education and training Springer US, 1985 61(2016), 3 vom: 19. Dez., Seite 263-272 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:61 year:2016 number:3 day:19 month:12 pages:263-272 https://doi.org/10.1007/s11528-016-0140-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 61 2016 3 19 12 263-272 |
| allfields_unstemmed |
10.1007/s11528-016-0140-6 doi (DE-627)OLC2086990634 (DE-He213)s11528-016-0140-6-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Gerber, Hannah R. verfasserin aut Into the Meta: Research Methods for Moving Beyond Social Media Surfacing 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Association for Educational Communications & Technology 2016 Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. Metadata API Social media Professional development Lynch, Tom Liam aut Enthalten in Tech trends for leaders in education and training Springer US, 1985 61(2016), 3 vom: 19. Dez., Seite 263-272 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:61 year:2016 number:3 day:19 month:12 pages:263-272 https://doi.org/10.1007/s11528-016-0140-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 61 2016 3 19 12 263-272 |
| allfieldsGer |
10.1007/s11528-016-0140-6 doi (DE-627)OLC2086990634 (DE-He213)s11528-016-0140-6-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Gerber, Hannah R. verfasserin aut Into the Meta: Research Methods for Moving Beyond Social Media Surfacing 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Association for Educational Communications & Technology 2016 Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. Metadata API Social media Professional development Lynch, Tom Liam aut Enthalten in Tech trends for leaders in education and training Springer US, 1985 61(2016), 3 vom: 19. Dez., Seite 263-272 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:61 year:2016 number:3 day:19 month:12 pages:263-272 https://doi.org/10.1007/s11528-016-0140-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 61 2016 3 19 12 263-272 |
| allfieldsSound |
10.1007/s11528-016-0140-6 doi (DE-627)OLC2086990634 (DE-He213)s11528-016-0140-6-p DE-627 ger DE-627 rakwb eng 370 VZ 5,3 ssgn Gerber, Hannah R. verfasserin aut Into the Meta: Research Methods for Moving Beyond Social Media Surfacing 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Association for Educational Communications & Technology 2016 Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. Metadata API Social media Professional development Lynch, Tom Liam aut Enthalten in Tech trends for leaders in education and training Springer US, 1985 61(2016), 3 vom: 19. Dez., Seite 263-272 (DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 8756-3894 nnns volume:61 year:2016 number:3 day:19 month:12 pages:263-272 https://doi.org/10.1007/s11528-016-0140-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF AR 61 2016 3 19 12 263-272 |
| language |
English |
| source |
Enthalten in Tech trends for leaders in education and training 61(2016), 3 vom: 19. Dez., Seite 263-272 volume:61 year:2016 number:3 day:19 month:12 pages:263-272 |
| sourceStr |
Enthalten in Tech trends for leaders in education and training 61(2016), 3 vom: 19. Dez., Seite 263-272 volume:61 year:2016 number:3 day:19 month:12 pages:263-272 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
Metadata API Social media Professional development |
| dewey-raw |
370 |
| isfreeaccess_bool |
false |
| container_title |
Tech trends for leaders in education and training |
| authorswithroles_txt_mv |
Gerber, Hannah R. @@aut@@ Lynch, Tom Liam @@aut@@ |
| publishDateDaySort_date |
2016-12-19T00:00:00Z |
| hierarchy_top_id |
130415758 |
| dewey-sort |
3370 |
| id |
OLC2086990634 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2086990634</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230401101616.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">230302s2016 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s11528-016-0140-6</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2086990634</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s11528-016-0140-6-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Gerber, Hannah R.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Into the Meta: Research Methods for Moving Beyond Social Media Surfacing</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Association for Educational Communications & Technology 2016</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Metadata</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">API</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Social media</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Professional development</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Lynch, Tom Liam</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Tech trends for leaders in education and training</subfield><subfield code="d">Springer US, 1985</subfield><subfield code="g">61(2016), 3 vom: 19. Dez., Seite 263-272</subfield><subfield code="w">(DE-627)130415758</subfield><subfield code="w">(DE-600)626199-1</subfield><subfield code="w">(DE-576)9130415756</subfield><subfield code="x">8756-3894</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:61</subfield><subfield code="g">year:2016</subfield><subfield code="g">number:3</subfield><subfield code="g">day:19</subfield><subfield code="g">month:12</subfield><subfield code="g">pages:263-272</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/s11528-016-0140-6</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-BIF</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">61</subfield><subfield code="j">2016</subfield><subfield code="e">3</subfield><subfield code="b">19</subfield><subfield code="c">12</subfield><subfield code="h">263-272</subfield></datafield></record></collection>
|
| author |
Gerber, Hannah R. |
| spellingShingle |
Gerber, Hannah R. ddc 370 ssgn 5,3 misc Metadata misc API misc Social media misc Professional development Into the Meta: Research Methods for Moving Beyond Social Media Surfacing |
| authorStr |
Gerber, Hannah R. |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)130415758 |
| format |
Article |
| dewey-ones |
370 - Education |
| delete_txt_mv |
keep |
| author_role |
aut aut |
| collection |
OLC |
| remote_str |
false |
| illustrated |
Not Illustrated |
| issn |
8756-3894 |
| topic_title |
370 VZ 5,3 ssgn Into the Meta: Research Methods for Moving Beyond Social Media Surfacing Metadata API Social media Professional development |
| topic |
ddc 370 ssgn 5,3 misc Metadata misc API misc Social media misc Professional development |
| topic_unstemmed |
ddc 370 ssgn 5,3 misc Metadata misc API misc Social media misc Professional development |
| topic_browse |
ddc 370 ssgn 5,3 misc Metadata misc API misc Social media misc Professional development |
| format_facet |
Aufsätze Gedruckte Aufsätze |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
nc |
| hierarchy_parent_title |
Tech trends for leaders in education and training |
| hierarchy_parent_id |
130415758 |
| dewey-tens |
370 - Education |
| hierarchy_top_title |
Tech trends for leaders in education and training |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)130415758 (DE-600)626199-1 (DE-576)9130415756 |
| title |
Into the Meta: Research Methods for Moving Beyond Social Media Surfacing |
| ctrlnum |
(DE-627)OLC2086990634 (DE-He213)s11528-016-0140-6-p |
| title_full |
Into the Meta: Research Methods for Moving Beyond Social Media Surfacing |
| author_sort |
Gerber, Hannah R. |
| journal |
Tech trends for leaders in education and training |
| journalStr |
Tech trends for leaders in education and training |
| lang_code |
eng |
| isOA_bool |
false |
| dewey-hundreds |
300 - Social sciences |
| recordtype |
marc |
| publishDateSort |
2016 |
| contenttype_str_mv |
txt |
| container_start_page |
263 |
| author_browse |
Gerber, Hannah R. Lynch, Tom Liam |
| container_volume |
61 |
| class |
370 VZ 5,3 ssgn |
| format_se |
Aufsätze |
| author-letter |
Gerber, Hannah R. |
| doi_str_mv |
10.1007/s11528-016-0140-6 |
| dewey-full |
370 |
| title_sort |
into the meta: research methods for moving beyond social media surfacing |
| title_auth |
Into the Meta: Research Methods for Moving Beyond Social Media Surfacing |
| abstract |
Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. © Association for Educational Communications & Technology 2016 |
| abstractGer |
Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. © Association for Educational Communications & Technology 2016 |
| abstract_unstemmed |
Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. © Association for Educational Communications & Technology 2016 |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF |
| container_issue |
3 |
| title_short |
Into the Meta: Research Methods for Moving Beyond Social Media Surfacing |
| url |
https://doi.org/10.1007/s11528-016-0140-6 |
| remote_bool |
false |
| author2 |
Lynch, Tom Liam |
| author2Str |
Lynch, Tom Liam |
| ppnlink |
130415758 |
| mediatype_str_mv |
n |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1007/s11528-016-0140-6 |
| up_date |
2024-07-04T12:14:52.342Z |
| _version_ |
1803650641263853568 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2086990634</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230401101616.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">230302s2016 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s11528-016-0140-6</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2086990634</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s11528-016-0140-6-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Gerber, Hannah R.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Into the Meta: Research Methods for Moving Beyond Social Media Surfacing</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Association for Educational Communications & Technology 2016</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Metadata</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">API</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Social media</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Professional development</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Lynch, Tom Liam</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Tech trends for leaders in education and training</subfield><subfield code="d">Springer US, 1985</subfield><subfield code="g">61(2016), 3 vom: 19. Dez., Seite 263-272</subfield><subfield code="w">(DE-627)130415758</subfield><subfield code="w">(DE-600)626199-1</subfield><subfield code="w">(DE-576)9130415756</subfield><subfield code="x">8756-3894</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:61</subfield><subfield code="g">year:2016</subfield><subfield code="g">number:3</subfield><subfield code="g">day:19</subfield><subfield code="g">month:12</subfield><subfield code="g">pages:263-272</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/s11528-016-0140-6</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-BIF</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">61</subfield><subfield code="j">2016</subfield><subfield code="e">3</subfield><subfield code="b">19</subfield><subfield code="c">12</subfield><subfield code="h">263-272</subfield></datafield></record></collection>
|
| score |
7.399658 |