LIBS 150 Quiz 4.1:
Introduction
The authors of the excerpt below are employing a variety of techniques to
incorporate the work of others in their own work. Read the excerpt, then answer the
questions below.
Magro, M. J., Ryan, K., Ryan, S. D., & Sharp, J. H. (2013) Investigating ways to use Facebook at the university level: A Delph
295–311.
The use of social networking sites and Facebook in particular has also generated negative perspectives. To some, Facebook serv
Williams, 2011), which is not an unreasonable deduction since Facebook’s primary use is as a social connection tool, and not a
choose Facebook over the ubiquitous Learning Management Systems (LMSs) already in place on most campuses, and this pers
Meishar-Tal, Kurzs, and Pieterse (2012) studied the use of Facebook groups in the classroom and found that students expressed
willingness to continue to do so in the future. Maranto & Barton (2010) acknowledged that the opportunity for learning is prese
of the dangers of student/teacher “friend” relationships on social networking sites, and pointed out how many students see the e
negative experience to be avoided. Wang, Woo, Choon, Quek, Yang, and Liu (2012) found that using Facebook groups for lear
frustration over Facebook’s privacy issues, and a lack of functionality for important tasks such as threaded discussion and multi
course also brings up other problems. For example, although many students have Facebook accounts, not all do. Because it is no
instructors that use Facebook often also use a university “sanctioned” tool such as Blackboard or Moodle. Ensuring that the LM
laborious. This can mean double the work for the instructor. Privacy can also be an issue regarding the use of Facebook. Althou
which no one outside the group can see who is in the group, postings, or even that the group exists, some students may be retice
(Ryan et al., 2011).
point
Wang, Woo, Choon, Quek, Yang, and Liu (2012) found that using Facebook groups
for learning resulted in overall student satisfaction accompanied with frustration over
Facebook’s privacy issues, and a lack of functionality for important tasks such as
threaded discussion and multi-format document sharing.
Introduction
The authors of the excerpt below are employing a variety of techniques to
incorporate the work of others in their own work. Read the excerpt, then answer the
questions below.
Magro, M. J., Ryan, K., Ryan, S. D., & Sharp, J. H. (2013) Investigating ways to use Facebook at the university level: A Delph
295–311.
The use of social networking sites and Facebook in particular has also generated negative perspectives. To some, Facebook serv
Williams, 2011), which is not an unreasonable deduction since Facebook’s primary use is as a social connection tool, and not a
choose Facebook over the ubiquitous Learning Management Systems (LMSs) already in place on most campuses, and this pers
Meishar-Tal, Kurzs, and Pieterse (2012) studied the use of Facebook groups in the classroom and found that students expressed
willingness to continue to do so in the future. Maranto & Barton (2010) acknowledged that the opportunity for learning is prese
of the dangers of student/teacher “friend” relationships on social networking sites, and pointed out how many students see the e
negative experience to be avoided. Wang, Woo, Choon, Quek, Yang, and Liu (2012) found that using Facebook groups for lear
frustration over Facebook’s privacy issues, and a lack of functionality for important tasks such as threaded discussion and multi
course also brings up other problems. For example, although many students have Facebook accounts, not all do. Because it is no
instructors that use Facebook often also use a university “sanctioned” tool such as Blackboard or Moodle. Ensuring that the LM
laborious. This can mean double the work for the instructor. Privacy can also be an issue regarding the use of Facebook. Althou
which no one outside the group can see who is in the group, postings, or even that the group exists, some students may be retice
(Ryan et al., 2011).
point
Wang, Woo, Choon, Quek, Yang, and Liu (2012) found that using Facebook groups
for learning resulted in overall student satisfaction accompanied with frustration over
Facebook’s privacy issues, and a lack of functionality for important tasks such as
threaded discussion and multi-format document sharing.
