Despite high levels of global connectedness, which is characteristically representative of our 21st century society, United States citizens have been found to be significantly unaware of global affairs. Though the Department of Education has named social media as a viable option for improving the internationalization of classroom curricula, little research exists to quantitatively support such a claim. As what little research does exist exclusively investigates Facebook, no research looks into the viability of other popular social media platforms, such as Twitter or Instagram. The purpose of this study was be to probe, through an experimental design, the extent to which the presentation of globally-related information, textually-based in the case of Twitter and visually-based in the case of Instagram, as well as the source of such information, whether it be from a professional news outlet or a casual social media user, may play in effecting the way American college students consume and process digital information pertaining to global affairs. Such findings will help to pioneer the relatively under-investigated digital intersection of communication and education.
|Advisor:||Dinu, Lucian F.|
|Commitee:||Davie, William R., Maher, Thomas M.|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||MAI 56/01M(E), Masters Abstracts International|
|Subjects:||Communication, Educational technology|
|Keywords:||Global competence, Internationalization, New media, Social media|
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