1
Running head: EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
Effects of Social Media on Writing Skills in the Classroom
Following American Psychological Association’s Format
Emily Shaver
Georgia State University
2
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
“Our grammar is deteriorating because of social media; or isn’t this really part of the
evolutionary language process?” Language has evolved over time, developing changes in
grammar. There is also differences of grammar in the English language depending on where
a person lives. For instance, there are differences in American English and British English
Grammar. Grammar, is something we like to think of as a universally stable concept, but in fact,
it is not. Over time, grammar has evolved as our world changes and new writing
pedagogy forms. In recent years, social media has been a changing and global factor that has
affected grammar and writing skills.
Social Media can undeniably have a positive or negative effect on writing skills and
grammar, depending on the individual and his or her schema of grammar. If a person has
exemplary prior knowledge of grammar then social media will reinforce grammar skills as
it can be used as a tool to analyze and correct poor grammar. However, if a person has poor
writing skills and grammar schema, then social media can contribute to perpetuate poor grammar
usage. In this paper, I will support a conclusion that will outline my stance that there are both
positive and negative effects on writing skills posed by social media and that these effects vary
circumstantially and on an individual basis. Therefore, I take no stance whether social media
positively or negatively effects writing skills in the classroom, because it can do both.
Furthermore, I do not think whether or not there is a positive or negative effect on writing skills
from social media should have bearing on the decision whether to incorporate social media in
the classroom. Ultimately, our world is changing through social media and I believe it is better to
3
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
utilize this resource rather than ignoring it.
Students of all ages are saliently being driven to social networks. Utilizing this social
network tool to its advantage has been considered and noted by several researchers. Pascopella
and Richardson (2009), discuss how students are doing a great deal of writing on social
networks. According to Richardson and Pascopella (2009), it has almost been forty years since
the teaching of writing in schools has had a major shift. It may be with the invention of
Facebook, YouTube, blogs and wikis that the new writing pedagogy is upon us and is redirecting
our writing of today (Richardson and Pascopella, 2009). The transferring of a new writing
pedagogy is a scary idea for district administrators and many others (Richardson and Pascopella,
2009). Transferring to a new writing pedagogy is unfamiliar and unknown, but research shows
that numerous students are utilizing social media sites to do a great deal of writing (Richardson
and Pascopella, 2009). However, this writing is outside the norms of traditional writing and is
not with-standing teachers’ expectations (Richardson and Pascopella, 2009).
Richardson and Pascopella (2009), discuss many learning space examples where
students are writing and how this positively effects their writing skills. The ePals Global
community is one of many “learning space examples” (Richardson and Pascopella, 2009). EPals
Learning Space, is a virtual workspace where educators can create project based learning in an
environment where students can collaborate with peers (Richardson and, Pascopella 2009).
Teaching students in this kind of environment focuses on the fundamental question schools are
asking; “how do we teach students to thrive in these online social spaces since the nature of
writing is changing?” (Richardson and Pascopella, 2009).
“The changing of writing” is underscored by the National Council of Teachers of
English, which published “new literacies” for the readers and writers of the 21st century
4
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
(Richardson and Pascopella, 2009). These “new literacies” share reading and writing information
for global access and build student relationships among peers to work in a collaborative way
(Richardson and Pascopella,2009). From a pedagogical standpoint, I think it is important for
students to collaborate, critique and analyze their writing skills. Social Media can allow for
students to work together which can enrich their writing skills in a fun and interactive way.
When students are able to connect through social media to enhance their writing skills, they
are connected in a way that they feel is relatable to their own world. Facebook is a website that
has particularly gained a significant amount of attention and research yields its potential to
enhance writing skills.
Even though Facebook receives positive and negative criticism, it is unarguable that
“Facebook continues to grow as a powerful resource for information” (Pilgrim and Beldsoe,
2011). Facebook is a potential tool for educators to help students, particularly in regards to
literacy and writing skills.
Pilgrim and Bledsoe (2011), advise educators who are teaching reading and writing skills
to like the RR (Reading Rockets) page. RR is different from other professional organizations in
that it targets parents as well as educators, in order to provide children with resources on how to
read, which ultimately affect their writing skills (Reading Rockets, 2008). Educators
understanding how to work with, instead of against these social media tools, is the key to
enhancing students writing skills.
Facebook is a powerful social media tool that has been researched in regards to
enhancing the development of writing skills for students. Fife (2010), discusses how teachers
incorporate articles in the classroom about Facebook use, including Facebook profiles. Fife
5
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
(2010), explains that teachers using Facebook as an example for literacy practices, including
writing skills, reflect Facebook as a pedagogical tool, rather than an addicting network tool. Fife
(2010), explains that social network sites are often viewed as a non-academic literacy practice
and utilizing them to encourage students to reflect critically on their daily routines by analyzing a
variety of texts can inform teachers about their students’ digital literacy and writing skills.
According to Fife (2010), the attraction of Facebook is ambiguous to many people who are over
the age of thirty- five, including college faculty. However, I have noticed a shift of this in the last
couple of years, which makes me think that older age groups are starting to see the various
benefits of using Facebook.
Students continue to report that they spend significant amounts of time on Facebook,
ranging from one to several hours a day (Fife, 2010). Literacy and writing practices that do not
meet the requirement of traditional academic writing, like Facebook, can be seen as threatening by
teachers since students are sneaking to check their Facebook instead of being involved in
classroom discussions (Fife, 2010). This common thought process emphasizes King and
O’Brien’s characterization of the dichotomy of teachers perception between literacy and non
literacy discussions and activities (King and O’Brien, 2002). This dichotomy discusses how teachers
perceive Facebook and other social media as “time off task” and not relatable to what they are
teaching. However, (Fife, 2010) believes teachers are unaware of the students’ enthusiasm and
the relatable factor that Facebook projects. Teachers can learn to understand how these perceived
non literacy activities on the site can be utilized to complement students learning of rhetorical
analysis in order to analyze writing skills.
In my education courses, I have learned that teachers tend to teach the same way because
it is more comfortable than adapting to the environment around them and using a style best for
6
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
their students. I relate this “comfortable approach” to the use of social media in the classroom.
People in general, have trouble adapting to the unknown even if the potential of change is greater
than something that is clearly not working. It is apparent that students need help with their
writing skills as I have heard this statement by several teachers. If there is an apparent problem
posed by a consensus than it only seems fitting that new teaching styles should be applied. If it is
consensus that most children are on Facebook then it would be a disservice to the students to not
try to incorporate this as a pedagogical tool in the classroom.
In a study discussed by Fife (2010), a student remarked that Facebook profiles can share
detailed life events about a person and for some that is the closest they will experience to an
autobiography. I recently had a discussion with my brother on how I feel Facebook makes us feel
famous and important. When there is an update in our lives we will update our status,
similar to how a famous person releases a public statement. Facebook is such a powerful tool
that people will constantly look for things in life in order make status updates. The constant
updates on Facebook allows people to be more reflective while using writing skills.
These
autobiography types of writing- which according to students in the study, are often accurate
reflections of a person’s thought process and can be utilized by others who are curious to
electronically research a person before befriending them (Fife, 2010) Students also report that
this gives them time to decide whether or not they would want a face-to face friendship with the
person (Fifie, 2010). These statements make me think how I am guilty of looking
at a person’s status update and saying to myself, “this person does not understand the usage of
grammar.” I do not understand why some people will type more letters than necessary to misuse
a word such as the use of, “to and too,” or using “you’re” when they clearly should have used the
possessive “your.” I understand when peoples misuse grammar for convenience as I am guilty
7
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
of doing this, but I do not understand when people write more than they are suppose to,
just to misuse the word.
Some students confess that they friend people to spy on them and view what they are
writing (Fife, 2010) I think this can enhance writing skills in its own way because we may be
more critical of certain people based on previous social encounters and therefore will be more
inclined to critique writing skills. This illustrates that those who already have a good foundation
of grammar can utilize Facebook and other social media sites to perpetuate and practice their
knowledge of grammar skills. However, if social media sites are not used in a classroom, then it
may not give the opportunity to let students who are weaker in grammar analyze writing skills in
a different way.
Blogging has proven to be an effective social media tool for students. Pickworth (2011),
explains the opportunities offered to adolescent boys through blog research conducted under the
International Boys’ Schools Council. Pickworth (2011) explains that it is through blogging, that
these boys convey their points of view on literature to world- wide viewers and this expands their
drive to write in a more confident way. Blogging allows for students to write in a way that is
relatable to the era they have grown up in and in which they are accustomed. Also, blogging
allows the opportunity to keep an electronic diary of the events the student experiences. This is
an excellent way for students to keep track of their writing so that they can assess their
improvement over time.
Social media offers an advantage to people in comparison to writing with pen and
paper. Social Media offers the advantage of being accessed from multiple location which
8
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
improves the possibility of writing being misplaced or lost. Social Media can help improve
writing skills because it allows students to access their writing in a more efficient way and allows
them to better track their writing overtime and in one place.
There is an apparent textual language that has developed with the progression of social
media. This language is clashing inside the classroom because it is not meeting teachers
expectations of traditional writing norms. Kirkland (2008), believes that by taking an approach to
closely examine literacy on social network sites, such as MySpace, teachers will gain entry into a
new textual world that yields misperceptions about students writing skills and focuses on
ideas about literacy and its evolved processes in today’s world. This statement alludes to the fact
that if something is not efficiently working then we have to ask ourselves the essential question
of, “Is it time to adapt to the new writing that social media brings forth, or are we only willing to
compromise and bring in certain components? I think this question will be addressed
considerably in the future.
It is difficult to accurately assess whether grammar and writing skills are affected in a
positive or negative manner when many school systems are banning the usage of these sites
inside the classroom. According to Ahn (2011), research suggest that students learn to view
academics from different angles using social media and teachers should welcome this tool into
their classrooms (Ito et al., 2009; Jenkins, 2006). However, most school districts deny access to
social network sites (Ito et. al, 2009). Therefore, it is difficult to assess whether or not
introducing this tool would be beneficial in the classroom.
Social media is used largely with teenagers but it is not used as a pedagogical tool due to
these sites being prohibited by school systems (Bridges, 2012). Bridges (2012), explains that the
9
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
first time students usually interact with their teachers using social media sites is in higher
education, when librarians can set up social media regarding literacy instruction. If teachers
cannot incorporate social media in the classrooms where they can supervise students’
interactions on the site, then how can one really say whether social media has had a positive or
negative effect on writing skills in the classroom?
It is understandable that there are certain guidelines school systems have to adhere to and
social sites can pose complications to these guidelines. Teachers cannot control what is posted on
social media sites, which poses the issue of the limitation of research on the effects of social
media on writing skills. If there is a way the school systems can monitor students posts by
blocking inappropriate language or coming up with a mock Facebook within the class, then, I
think it would be beneficial to see more results regarding social media and the effect it has on
writing skills in the classroom.
There are negative effects of social media on writing skills, but in researching this topic,
it was difficult to find many sources that clearly stated and showed the negative effects brought
about by social media on writing skills. According to Rosen (2012), social media sites, such as
Facebook, tend to encourage the rejection of emotions and true feelings. Grammar and writing
skills are not carefully considered when written on social media as opposed to when we write
with pen and paper. On social media sites we tend to be more concerned with our appearance,
rather than focusing on the detail and accuracy of writing skills. This poses a problem in that
students may have difficulty distinguishing between lack of proper grammar usage on a social
network site and what is expected of them academically, regarding their writing skills.
In regards to people being concerned with their appearance on social media sites; we
have to consider what that means for each individual. Some people may be concerned with
10
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
looking like they are not trying too hard and purposefully use grammar in an incorrect way.
Some people on the other hand, may be concerned about sounding intelligent when writing posts
on social media sites. Therefore, I think Rosen’s research is highly generalized and is a loaded
assumption that all people using social media sites are concerned with their appearance and not
with their writing skills. I know that I will check my status update probably more than I should
before I post it. I want to make sure that I use proper grammar and that it makes sense to the
reader. However, I know that some people will purposefully spend time not using proper
grammar on social media sites. The reader that assesses grammar does not always know the
writer’s intention and may just automatically write that person off as having poor grammar skills.
With the advancement of technology, everything we do seems faster. Modern phone
companies focus on control of communication which is based on speed and efficiency (Rosen,
2012). The usage of cell phones has changed social media from the aspect that we can access
our social media sites anywhere, at any time. Sprint calls itself the “Now Network” promising
that you can talk to friends with no limits and browse the internet without limitations (Rosen,
2012). In an AT&T commercial, two men sit in a coffee shop and send emails back and forth
without communicating verbally with each other. I think this scenario can pose two different
standpoints. One can argue that social media stifles pensive thought which can affect writing
skills and grammar. On the other hand, one can argue that because social media allows us to
conveniently write to one another, that this can increase writing skills.
Larocque (2011), who is an author of a book on writing skills, reflects on words that are
overused and misused from her friends on Facebook. Larocque (2011), discusses how her friends
posts comments on the use of nouns as verbs. Laroque (2011) makes the argument that social
media is negatively effecting grammar skills in the classroom. Students are observing the lack of
11
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
vocabulary and improper usage of words on Facebook and may confuse their usage of these
words in the classroom. I can also see from pedagogical standpoint how misuse of grammar on a
social media website can affect English language learners (ELL), who do not speak English as
their first language. Learning a new language can be difficult and it can pose a problem for
students if they are being exposed to errors in writing but are not aware of the misuse. Because
most school systems do not allow the use of social media sites in the classroom, a teacher cannot
intervene to acknowledge errors and more than likely the ELL’s parent cannot help them
evaluate these errors either.
In conclusion, the effect of social media on writing skills has grey matter. It is not a
black and white situation on whether or not students writing skills are positively or negatively
affected from social media. The effect of social media on writing skills varies from each
individual. As discussed in the beginning of this paper, if a student has excellent grammar skills,
then a social media site is not going to affect the student’s grammar skills; if anything it will
make them possess stronger writing skills. If a student has poor grammar skills, a social media
site is not going to make their writing skills any worse; it may just assist in perpetuating the poor
grammar skills. An ELL’s grammar skills can be affected negatively by social media but one can
argue that anything can affect an ELL’s grammar abilities as they are going to have less aptitude
in the language. However, if social media is incorporated in the classroom the teacher can assist
in helping ELL and all students recognize grammatical errors through a tool in which they are
constantly exposed.
Most school systems ban the usage of social media sites in the classroom. This makes it
very difficult to assess whether or not social media will benefit students writing skills if it is used
in the classroom. Not only is it hard to assess negative and positive effects of social media on
12
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
writing skills because it varies from individual but extensive research has not fully been executed
inside the classroom. I think future research in this area will be imperative as our world is
changing with social media. The decision to separate social media from the classroom or
incorporate it will most likely be continuously addressed in the future. Language and grammar
has evolved overtime to form to the way it is today. Therefore, I believe that in the future there
will be compromises made to grammar and writing skills which will incorporate the use of social
media language.
13
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
References
Ahn, J. (2011). The effect of social network sites on adolescents' social and academic
development: Current theories and controversies. Journal of the American Society For
Information Science &Technology, 62(8), 1435-1445.
Bridges, L. M. (2012). Librarian as professor of social media literacy. Journal of Library
Innovation, 3(1), 48-65.
Fife, J. (2010). Using Facebook to teach rhetorical analysis. Pedagogy, 10(3), 555-1.
Ito, M., Baumer, S., Bittanti, M., boyd, d., Cody, R., & Herr-Stephenson, B.
(2009). Hanging out, messing around, and geeking out: Kids living and
learning with new media. Cambridge, MA: MIT Press.
King, J. R. & O’Brien,D.G.(2002). “Adolescents’ Multiliteracies and their
teachers’ needs to know: Toward a digital détente.” In Adolescents and Literacies in
a Digital World, ed. Donna E. Alvermann, 40 – 50. New York: Peter Lang.
Kirkland, D. E. (2008). Shaping the digital pen: Media literacy, youth culture & myspace.
Youth Media Reporter, 2(1-6), 188-200.
Larocque, P. (2011). Facebookers vent about words they hate. Quill, 99(2), 35.
14
EFFECTS OF SOCIAL MEDIA ON WRITING SKILLS IN THE CLASSROOM
Pascopella, A., & Richardson, W. (2009). The New writing Pedagogy. District Administration,
45(10/11), 44-50.
Pickworth, M. (2011). Boys, blogs and books. Library, Information Science & Technology
Abstracts, 25(1), 35-36.
Pilgrim, J., & Bledsoe, C. (2011). Learning through facebook: A potential tool for educators.
Delta Kappa Gamma Bulletin, 78(1), 38-42.
Reading Rockets. (2008). About Reading Rockets. Retrieved from
http://www.readingrockers.org/abour
Rosen, C. (2012). Electronic intimacy. Wilson Quarterly, 36(2), 48-51.