Understanding Adolescent Writing on Social Media: A Literature Review
Abstract: Expanding digital literacies compel educators and researchers to critically examine the affordances and constraints of new technologies in literacy education. This paper presents a systematic review of the educational research concerned with adolescent writer identity on social media. Following established PRISMA standards for conducting quality, systematic literature reviews, we screened over a decade of research culled from four major databases. Ultimately, 14 articles met our inclusion criteria and were included in the analysis. Themes surrounding students’ identities and authorship across spaces and boundaries are presented, followed by a summary of methodological trends. We outline gaps in the literature following Ivanič’s (1998) writer identity framework and implications for future productive lines of research. Finally, we offer implications for practice, encouraging teachers to embrace students’ multiple identities and situate writing assignments within students’ out-of-school experiences.