Dissertation/Thesis Abstract

A Discourse Analysis of the Science of Reading Through the Lens of a Social Media Twitter Hashtag
by Evans, April Darlene, Ph.D., University of Arkansas at Little Rock, 2020, 176; 28258428
Abstract (Summary)

This qualitative virtual ethnographic study was conducted to explore the discourse around the science of reading topic through the lens of a social media Twitter hashtag known as #scienceofreading. Participants for this study consisted of any person that had an account on Twitter and entered into the discourse of the topic of the science of reading using the #scienceofreading contained within their tweet or attached to their tweet. Participants were observed in the public social media platform of Twitter. Three research questions were used to explain the phenomenon: 1) What are the roles of the participants involved in the discourse around the science of reading on Twitter? 2) What stimuli creates discourse around the science of reading on Twitter? 3) What are the discourse patterns or themes around educational issues, educational research, or educational information about the science of reading through the lens of the social media Twitter #scienceofreading? Qualitative data analysis revealed information about identified participants roles, stimuli, and discourse themes around #scienceofreading on Twitter. First, top identified participants that engaged in discourse around #scienceofreading were educators, professionals associated with an educational business, and advocates. Secondly, top identified stimuli that created discourse around #scienceofreading on Twitter were opinion and promotional stimuli. Lastly, top discourse themes and patterns around #scienceofreading on Twitter were tweets that were intended to provoke discourse, promote “when we know better, we do better”, promote disparagement, and marketing discourse tweets.

Indexing (document details)
Advisor: Layton, Kent
Commitee: Nolen, Amanda, Endel, Karen
School: University of Arkansas at Little Rock
Department: Education
School Location: United States -- Arkansas
Source: DAI-A 82/6(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Reading instruction, Web Studies, Educational leadership, Science education, Educational sociology
Keywords: Evidence-based reading, Hashtag, Science of reading, Social media, Twitter
Publication Number: 28258428
ISBN: 9798698588535
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