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Facebook-infused Identities: Learners' Voices

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dc.contributor.authorMohd Muzhafar Idrusen_US
dc.contributor.authorRuzy Suliza Hashimen_US
dc.contributor.authorImran Ho-Abdullahen_US
dc.contributor.authorNoraini Md Yusofen_US
dc.contributor.authorRaihanah Mohd Mydinen_US
dc.contributor.authorShahizah Ismail Hamdanen_US
dc.date.accessioned2024-05-28T03:31:16Z
dc.date.available2024-05-28T03:31:16Z
dc.date.issued2013
dc.date.submitted--
dc.descriptionInternational Education Studies; Vol. 6, No. 6; 2013en_US
dc.description.abstractThe National Higher Education Strategic Plan of Malaysia focuses on graduates who are innovative and knowledgeable to meet the standards and challenges of 21st century. This paper, then, explores how an innovation practice has taken place in a course entitled “Gender Identities: Malaysian Perspectives” where students scrutinize gender across Facebook “texts,” as opposed to using literary texts. By using Facebook as baseline data to analyze online gender construction, students have learned the ways in which cyberspace deconstructs certain parameters of identity construction. Following this premise, this article discloses how students analyze gender identities. They analyze Facebook accounts of a male educator in United States, a female Malaysian college instructor residing in United States, and a law/politics Malaysian undergraduate. Firstly, the students revealed that identity in Facebook spaces is shown through genuine names and profile pictures; rightfully so for job, networking, and relationship purposes. Secondly, by selecting specific audiences, negotiating identities of a friend, co-worker, lover and most importantly future employee in Facebook is a difficult task. Conflicts usually occur while “masking” certain information on Facebook as they go about connecting with friends, students, parents, and prospective partners. Thirdly, societal constraints limit opposite gender’s approval of friend requests. Lastly, identity construction reveals that having voices and emotions on Facebook have both positive and negative implications. Pedagogical recommendations are also presented as a result of this inclusion of Facebook in literature classrooms.en_US
dc.identifier.doi10.5539/ies.v6n6p45
dc.identifier.epage53
dc.identifier.issn1913-9039
dc.identifier.issue6
dc.identifier.spage45
dc.identifier.urihttp://www.ccsenet.org/journal/index.php/ies/article/view/27414
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/4569
dc.identifier.volume6
dc.language.isoen_USen_US
dc.publisherCanadian Center of Science and Educationen_US
dc.relation.ispartofInternational Education Studiesen_US
dc.subjectinnovation,en_US
dc.subjectFacebook,en_US
dc.subjecthigher education,en_US
dc.subjectgender identities,en_US
dc.subjectLiterature classrooms,en_US
dc.subjectaction researchen_US
dc.titleFacebook-infused Identities: Learners' Voicesen_US
dc.typeArticleen_US
dspace.entity.typePublication

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