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Special Session
Applications and Requirements of Social Media Supported Education - eSOCIAL 2013

6 - 8 May, 2013 - Aachen, Germany

Within the 5th International Conference on Computer Supported Education - CSEDU 2013



Sylvana Kroop
Technology & Knowledge,

Brief Bio
Sylvana Kroop currently manages the ROLE project (IP/FP7) and further EU-funded projects such as Media@Ware (LLP) in the "Technology & Knowledge" unit at ZSI, Vienna. Since 2000 she has been working in various national, international, inter- and trans-disciplinary R&D projects in the field of Technology Enhanced Learning. She also lectures at the University of Vienna and other higher education institutions. In 2012 she has been elected for the advisory and decision making board of the Austrian Ferdinand Porsche Distance University of Applied Sciences (Vienna, Austria). Recent publications and presentations are on ROLE technology evaluations within several Vienna test beds as well as on critical thinking skills of students using Wikipedia. Her research focus lies on ICT based innovative pedagogical approaches and the relation between technological and social innovations in higher education and workplace learning.
Ali Ulusoy
Journalism, Erciyes University Communication Faculty

Brief Bio
Ali Ulusoy is currently working at Erciyes University Faculty of Communication as a lecturer of Communication and English as a foreign language. His main fields of study are Media Literacy, Social Media, the Use of Social media by the Police and Media Accountability Systems. His main topics of interest are the digital turn and relevant challenges and opportunities. His ongoing Phd Project is on Social Media Literacy and Best Practices around the world. He has taken part in a number of European Union projects in the field of Media Literacy and Police and Communication as a researcher and translator.


A special interest group in this session are teachers and associated groups like students, children, parents, policy makers, researchers or the general public. Teachers are surrounded by a huge range of social media which is used by their students and it seems to be self-evident that teachers meet the new challenges in their everyday teaching performance. But on the other way around social media do not care about teachers’ needs. Social media technology in general is developed without asking for teachers needs and how teachers could be prepared for teaching in 21st century classes.

The special session is on needs analyses focusing on the human elements of a requirement analysis. Paper submissions on relevant topics and questions have to outline a clear methodology how the needs of teachers’ (and other target groups’) social media literacy have been derived.

The special session takes place in context of the European Life Long Learning project Media@Ware – Improvement of Media Literacy Education via Virtual Learning.


Topics of interest include, but are not limited to:
• Social Media Applications and Literacy in context of 21st century skills
• Definitions of social media literacy in general and for teachers and students in particular
• Discussion on methods to gather teachers’ and students’ social media literacy needs
• Teachers’ social media literacy needs to support students critical thinking and reflection on the use of social media based information
• The need of teachers’ social media literacy to exchange information, material, experiences, contacts, etc.
• Benefits and drawbacks of social media for teachers (compared to other target groups)
• Teachers’ social media literacy needs compared to other target groups (students, children, parents, researchers, policy makers, general audience)
• Identification of target groups to be investigated to gather social media literacy needs
• Best practice examples on teachers’ peer-to-peer-learning activities by using social media
• Best practice examples on teachers’ social media use in their classes
• Best practice examples on teacher training courses how to make use of social media
• Case studies on teachers’ and students’ social media participation and contributions (e.g. Wikipedia, Facebook, YouTube, etc.)
• Gender-sensitive social media literacy case studies and needs analyses
• Informal and formal learning of social media literacy
• Personal differences and their impact on social media use on the student level
• Stages of social media literacy at schools, universities, for individual use and in jobs
• Comparison of social media literacy needs among different (EU and non-EU) countries


Available soon.


Prospective authors are invited to submit papers in any of the topics listed above.
Instructions for preparing the manuscript (in Word and Latex formats) are available at: Paper Templates
Please also check the Guidelines and Templates.
Papers should be submitted electronically via the web-based submission system at:


All accepted papers will be published in a special section of the conference proceedings book - under an ISBN reference and on CD-ROM support - and submitted for indexation by Thomson Reuters Conference Proceedings Citation Index (ISI), INSPEC, DBLP, EI (Elsevier Index) and Scopus.
SCITEPRESS is member of CrossRef (
All papers presented at the conference venue will be available at the SCITEPRESS Digital Library


CSEDU Special Sessions - eSOCIAL 2013