Situated Learning through Social Networking Communities

Scholars praise social networking tools for their ability to engage and motivate iGeneration students in meaningful communicative practice, content exchange, and collaboration (Greenhow, Robelia, & Hughes, 2009; Ziegler, 2007). To gain further insight about the nature of student participation, knowledge acquisition, and relationship development within social networking communities, situated learning theory was used as a lens to analyze the joint enterprise, mutual engagement, and shared repertoire experienced within the Facebook community of an intermediate French course. Participating students made connections to course content, developed identities through the enhancement of interpersonal, presentational, and interpretive modes of communication, and developed relationships through their participation in the online francophone community. Students’ interactions, shared postings, and profiles were examined. Student feedback about the types and frequency of their Facebook interactions and their perceived value of this online social networking tool to learn about French language and culture were also explored.