Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.
{"title":"Performativity of Materials in Learning: The Learning-Whole in Action","authors":"L. Carvalho, P. Yeoman","doi":"10.7821/NAER.2021.1.627","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.627","url":null,"abstract":"Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43664100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper offers a methodological framework to research data practices in education critically. Data practices are understood in the generic sense of the word here, i.e., as the actions, performances, and the resulting consequences, of introducing data-producing technologies in everyday educational situations. The paper first distinguishes between data infrastructures, datafication and data points as three distinct, yet interrelated, phenomena. In order to investigate their concrete doings and specificities, the paper proposes a topological methodology that allows disentangling the relational nature and interwovenness of data practices. Based on this methodology, the paper proceeds with outlining a methodical toolbox that can be employed in studying data practices. Starting from nascent work on digital education platforms as a worked example, the toolbox allows researchers to investigate data practices as consisting of four unique topological dimensions: the Interface of a data practice, its actual Usage, its concrete Design, and its Ecological embeddedness - IUDE.
{"title":"The Topologies of Data Practices: A Methodological Introduction","authors":"Mathias Decuypere","doi":"10.7821/NAER.2021.1.650","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.650","url":null,"abstract":"This paper offers a methodological framework to research data practices in education critically. Data practices are understood in the generic sense of the word here, i.e., as the actions, performances, and the resulting consequences, of introducing data-producing technologies in everyday educational situations. The paper first distinguishes between data infrastructures, datafication and data points as three distinct, yet interrelated, phenomena. In order to investigate their concrete doings and specificities, the paper proposes a topological methodology that allows disentangling the relational nature and interwovenness of data practices. Based on this methodology, the paper proceeds with outlining a methodical toolbox that can be employed in studying data practices. Starting from nascent work on digital education platforms as a worked example, the toolbox allows researchers to investigate data practices as consisting of four unique topological dimensions: the Interface of a data practice, its actual Usage, its concrete Design, and its Ecological embeddedness - IUDE.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The distinction between face-to-face and distant digitally-mediated educational engagement is a complex one, and the two modes are often combined in practice, via ‘blended learning’ or the use of a VLE to support campus-based teaching. The current Covid-19 pandemic has thrown this distinction into relief, in a context where educationalists have been forced to move to fully distant engagement in a very short timeframe. This paper explores how this predicament has brought to the fore the nature of our engagement with digital knowledge practices and screen-based communication, arguing that the notion of ‘virtual learning’ is a flawed one. Instead, adopting a sociomaterial perspective, it argues that all aspects of digital engagement are in fact grounded in material and embodied entanglements with devices and other artefacts.
{"title":"There Is No 'Virtual Learning': The Materiality of Digital Education","authors":"L. Gourlay","doi":"10.7821/NAER.2021.1.649","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.649","url":null,"abstract":"The distinction between face-to-face and distant digitally-mediated educational engagement is a complex one, and the two modes are often combined in practice, via ‘blended learning’ or the use of a VLE to support campus-based teaching. The current Covid-19 pandemic has thrown this distinction into relief, in a context where educationalists have been forced to move to fully distant engagement in a very short timeframe. This paper explores how this predicament has brought to the fore the nature of our engagement with digital knowledge practices and screen-based communication, arguing that the notion of ‘virtual learning’ is a flawed one. Instead, adopting a sociomaterial perspective, it argues that all aspects of digital engagement are in fact grounded in material and embodied entanglements with devices and other artefacts.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48929991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.
{"title":"The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review","authors":"Laura Camas, Aída Valero, M. Vendrell","doi":"10.7821/NAER.2021.1.591","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.591","url":null,"abstract":"This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46863049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is evidence of the impact of school segregation on students’ academic achievement, but it is debated whether the extent of this impact is dependent on students’ socioeconomic status, or on their native or non-native condition. This research addresses the problem in Spain, seeking to determine how immigrant and socioeconomic segregation affect the academic achievement of native and non-native students. With this aim, the PISA study database was specially exploited by means of two-tier Multilevel Models, estimating school segregation through the Hutchens Square Root Index. Specifically, the study estimates the influence of school segregation on students’ academic achievement in the subjects of Mathematics, Language and Science. The results confirm that school socioeconomical and immigrant segregation affect students’ academic achievement differently. Whereas socioeconomic segregation negatively affects both groups in all three subjects, immigrant segregation affects non-native students more strongly. Thus, data shows school segregation on socioeconomic grounds is always significant, and always has a considerable impact on achievement, regardless of students’ national origin. School segregation reproduces and accentuates conditions of social injustice. To counter its harmful effects, it is necessary to act first and foremost on socioeconomic segregation, as this causes the most devastating effects in education, particularly for non-native students.
{"title":"Differential Impact of School Segregation in the Performance of Native and Non-Native Students in Spain","authors":"F. Murillo, Guillermina Belavi","doi":"10.7821/NAER.2021.1.559","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.559","url":null,"abstract":"There is evidence of the impact of school segregation on students’ academic achievement, but it is debated whether the extent of this impact is dependent on students’ socioeconomic status, or on their native or non-native condition. This research addresses the problem in Spain, seeking to determine how immigrant and socioeconomic segregation affect the academic achievement of native and non-native students. With this aim, the PISA study database was specially exploited by means of two-tier Multilevel Models, estimating school segregation through the Hutchens Square Root Index. Specifically, the study estimates the influence of school segregation on students’ academic achievement in the subjects of Mathematics, Language and Science. The results confirm that school socioeconomical and immigrant segregation affect students’ academic achievement differently. Whereas socioeconomic segregation negatively affects both groups in all three subjects, immigrant segregation affects non-native students more strongly. Thus, data shows school segregation on socioeconomic grounds is always significant, and always has a considerable impact on achievement, regardless of students’ national origin. School segregation reproduces and accentuates conditions of social injustice. To counter its harmful effects, it is necessary to act first and foremost on socioeconomic segregation, as this causes the most devastating effects in education, particularly for non-native students.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42058418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines underdetermination as a key theoretical assumption in an emerging body of educational research. Underdetermination is described as a broad philosophical position that assumes that social, scientific and technological phenomena cannot be reduced to linear relationships between antecedents and consequences, for instance through the canonical progression from scientific hypotheses to experimentation and then empirical truths. Rather, phenomena are underdetermined by constellations of social and material influences that make the choice of univocal explanations problematic. The principle of underdetermination is implicit in a recent strand of educational research that critiques orthodox interpretations of scientific practices, innovation processes and policy dynamics, recasting them as social, material and political “assemblages”. In the article, I analyse the philosophical and epistemological tenets of underdetermination, in order to clarify its nature as a “first principle” in this emerging body of research. By doing so, the article brings into view a broader theoretical debate that has great bearing on future research efforts. The article critically considers the continued theoretical relevance of underdetermination, whilst acknowledging critical arguments mounted against it, namely ontological relativism and political weakness. Some supplementing theoretical ideas are explored in the conclusion.
{"title":"Underdetermination, Assemblage Studies and Educational Technology: Rethinking Causality and Re-Energising Politics","authors":"Carlo Perrotta","doi":"10.7821/NAER.2021.1.638","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.638","url":null,"abstract":"This article examines underdetermination as a key theoretical assumption in an emerging body of educational research. Underdetermination is described as a broad philosophical position that assumes that social, scientific and technological phenomena cannot be reduced to linear relationships between antecedents and consequences, for instance through the canonical progression from scientific hypotheses to experimentation and then empirical truths. Rather, phenomena are underdetermined by constellations of social and material influences that make the choice of univocal explanations problematic. The principle of underdetermination is implicit in a recent strand of educational research that critiques orthodox interpretations of scientific practices, innovation processes and policy dynamics, recasting them as social, material and political “assemblages”. In the article, I analyse the philosophical and epistemological tenets of underdetermination, in order to clarify its nature as a “first principle” in this emerging body of research. By doing so, the article brings into view a broader theoretical debate that has great bearing on future research efforts. The article critically considers the continued theoretical relevance of underdetermination, whilst acknowledging critical arguments mounted against it, namely ontological relativism and political weakness. Some supplementing theoretical ideas are explored in the conclusion.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43244967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper seeks to study curriculum as a form of organization of the learning process from the perspective of the learner, in online learning contexts. Departing from a theoretical and conceptual analysis of curriculum, understood as the conception, organization and structuring of the learning process, we analyzed different adults’ representations of online learning and their general conceptions of curriculum. The empirical data came from the application of a questionnaire, distributed online (study I, 833 participants), and semi-structured interviews (study II, seven participants). The results contribute to the reflection on curriculum in a digital context, and to describing the curriculum organization of the learning process adopted by each individual. We found that space and time, in addition to strategies and actors are the most dynamic curriculum components in these circumstances. The formal contexts in which institutionalised learning and the curricula in force therein, occur are central to the development of the personal learning curriculum. This leads us to question the possibilities and ways of reconfiguring curriculum, of conceiving it differently, in digital learning contexts.
{"title":"Online Learning: From the Curriculum for All to the Curriculum for Each Individual","authors":"Joana Viana, Helena Peralta","doi":"10.7821/NAER.2021.1.579","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.579","url":null,"abstract":"This paper seeks to study curriculum as a form of organization of the learning process from the perspective of the learner, in online learning contexts. Departing from a theoretical and conceptual analysis of curriculum, understood as the conception, organization and structuring of the learning process, we analyzed different adults’ representations of online learning and their general conceptions of curriculum. The empirical data came from the application of a questionnaire, distributed online (study I, 833 participants), and semi-structured interviews (study II, seven participants). The results contribute to the reflection on curriculum in a digital context, and to describing the curriculum organization of the learning process adopted by each individual. We found that space and time, in addition to strategies and actors are the most dynamic curriculum components in these circumstances. The formal contexts in which institutionalised learning and the curricula in force therein, occur are central to the development of the personal learning curriculum. This leads us to question the possibilities and ways of reconfiguring curriculum, of conceiving it differently, in digital learning contexts.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42472922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cristina Miralles-Cardona, Esther Chiner, María Cristina Cardona-Moltó
Vice-Chancellor's Office for Educational Quality and Innovation (Education Sciences Institute) (Award: 4413) and by the Vice-Chancellor's Office for Research and Knowledge Transfer of the University of Alicante (Award; VIGROB-298)
{"title":"Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain","authors":"Cristina Miralles-Cardona, Esther Chiner, María Cristina Cardona-Moltó","doi":"10.7821/NAER.2021.1.611","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.611","url":null,"abstract":"Vice-Chancellor's Office for Educational Quality and Innovation (Education Sciences Institute) (Award: 4413) and by the Vice-Chancellor's Office for Research and Knowledge Transfer of the University of Alicante (Award; VIGROB-298)","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47027830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Segura-Robles, M. Parra-González, Miguel Ángel Gallardo-Vigil
Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term.
在各个教育层次，教师逐渐更多地运用积极的教学方法，有的甚至开展了这方面的研究。本研究的目的是开展一项文献计量学研究，以便深入了解有关教育中积极方法论的科学文献。利用Web of Science收录的2009年至2019年教育领域积极方法论的文献，对文献计量学、合著者索引和合作网络的经典描述进行了分析。最终的数据语料库由513个文档组成。结果表明，这类研究的出版物正在蓬勃发展，表明在短期和中期对这类研究的兴趣越来越大。在这些研究中，英语是主要语言，正如在一般科学文献中所发生的那样。结果表明，目前正在研究的主题范围有限，未来几年可能会有所增长。因此，这类研究在中短期内可以被视为科学界的一个相关研究领域。
{"title":"Bibliometric and Collaborative Network Analysis on Active Methodologies in Education","authors":"A. Segura-Robles, M. Parra-González, Miguel Ángel Gallardo-Vigil","doi":"10.7821/naer.2020.7.575","DOIUrl":"https://doi.org/10.7821/naer.2020.7.575","url":null,"abstract":"Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46422091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nobody doubts the importance of digital influencers when it comes to the selection and acquisition of new products and services. In the specific field of literary reading, literary blogs, booktubers and specialized websites that act as prescribers of reading stand out. This study presents a descriptive research model in which a multivariate analysis of the main sociodemographic characteristics, assessments, readings and activities developed by the 100 most important reading influencers in Spain was carried out. For this purpose, data were taken from the most widely used reading cataloguing platform, i.e. Goodreads. It was found to be mainly about women with a developed reading habit and with an effervescent and extensive experience in literary blogs, thematic social networks, etc. In addition, the results show that the more influencers evolve as readers the more demanding they become more in their assessments, which in turn translates into greater influence. Influencers’ recognition in the platform, therefore, is subject to their reading experience, critical capacity and personal criteria. Finally, it was learned that the canon of authors and works best valued by these relevant users is heterogeneous, although works and authors related to Young Adult Literature and bestsellers predominate to a certain extent.
{"title":"Spanish Reading Influencers in Goodreads: Participation, Experience and Canon Proposed","authors":"Anastasio García-Roca","doi":"10.7821/naer.2020.7.453","DOIUrl":"https://doi.org/10.7821/naer.2020.7.453","url":null,"abstract":"Nobody doubts the importance of digital influencers when it comes to the selection and acquisition of new products and services. In the specific field of literary reading, literary blogs, booktubers and specialized websites that act as prescribers of reading stand out. This study presents a descriptive research model in which a multivariate analysis of the main sociodemographic characteristics, assessments, readings and activities developed by the 100 most important reading influencers in Spain was carried out. For this purpose, data were taken from the most widely used reading cataloguing platform, i.e. Goodreads. It was found to be mainly about women with a developed reading habit and with an effervescent and extensive experience in literary blogs, thematic social networks, etc. In addition, the results show that the more influencers evolve as readers the more demanding they become more in their assessments, which in turn translates into greater influence. Influencers’ recognition in the platform, therefore, is subject to their reading experience, critical capacity and personal criteria. Finally, it was learned that the canon of authors and works best valued by these relevant users is heterogeneous, although works and authors related to Young Adult Literature and bestsellers predominate to a certain extent.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":null,"pages":null},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47483823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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