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Hello, These two articles about networking Pleas I want you to do summary in paragraphs style , and references for each article. holder's express written permission. However, users may print, download, or email articles for individual use. Editorial: Social Networking and Mobile Learning In the era of the “connected and mobile society†(Rheingold, 2002), learners and teachers, as well as workers, especially in developed countries, are more and more involved in complex webs of relationships and networks with others exchanging information and sharing knowledge. This networking has taken place through web-based applications fostering online collaboration for some time now. Open and closed social networks and social networking sites (SNSs; Boyd & Ellison, 2007; Merchant, 2012) are rapidly becoming the places where learners and workers intertwine the formal and informal dimension of learning and collaboration, mainly from the perspective of smoothing over the boundaries between them.

In these environments, the interplay between online and offline interaction is reflected by our “liquid†identity (Bauman, 2004) as progressively shaped by the digital habitats (Wenger, White & Smith, 2009) we live in and by the different patterns of relationships we are involved with. In actual scenarios, the role played by high-end mobile devices as a means through which to access and connect to SNSs is increasing. Today much of social networking is taking place with and on smartphones. Despite a growing interest in a socio-cultural perspective on mobile learning (see, eg, Pachler, Bachmair & Cook, 2010), a great deal of work is still characterized by techno-centric discourse largely underpinned by a deterministic understanding of the relationship between society and technology.

This has arguably led to an underestimation of the potential for, and importance of, agency and cultural practices of the user, as well as the content and context generation to support community-building processes through the integration with other socio-technical mechanisms such as social networks. At the same time, the analysis of socio-technical mechanisms that support the content and context generation process requires a better understanding of the affordances and potential of social and mobile technologies. This special issue aims at exploring educational and socio-cultural perspectives on the use of the increasing convergence of mobile devices and digital media for social networking in formal and informal contexts of learning.

It originated from the work of the Theme Team SoMobNet (Social Mobile Networking for Informal Learning; a capacity-building network part-funded by STELLAR, the Network of Excellence on technology-enhanced learning funded by the European Union within the Framework Program 7 (FP7), in particular the international roundtable held at the Institute of Education in London on November 2011. The papers selected for this issue come from scholars in the social, learning and behavioural sciences and cover different research topics ranging from social and mobile networking in work-based education to learning through a mobile-networked environment in K-12 education. In addition, they reflect diverse ways of exploring this new phenomenon.

Sample Paper For Above instruction

The evolution of social networking and mobile learning has dramatically transformed educational landscapes, intertwining informal and formal learning in ways that extend beyond traditional classroom boundaries. Drawing from the editorial and multiple research studies, it is evident that the proliferation of web-based social networks, such as Facebook and Twitter, alongside mobile technologies like smartphones and tablets, has enabled learners and professionals to participate in dynamic, fluid communities of practice. These environments facilitate not only information exchange but also identity construction, community building, and professional development, thereby enriching the learning experience across diverse contexts.

One key aspect highlighted across the literature is the concept of 'liquid' identities (Bauman, 2004), which reflect the flexible and often transient nature of online personas shaped through digital habitats (Wenger, White & Smith, 2009). This fluidity allows learners to navigate between offline and online worlds seamlessly, engaging in social practices that support both individual agency and collective knowledge building. For example, social networking sites like Facebook serve dual roles: they are spaces for social interaction and informal learning, as well as platforms for professional engagement and identity articulation (Pimmer, Linxen & Gräbiel, 2012). Such platforms are increasingly accessed via mobile devices, especially smartphones, making social learning ubiquitous and accessible beyond the constraints of physical space and time.

Research by Pimmer et al. (2012) explores the educational potential of social networking tools like Facebook in developing countries. Their qualitative study finds that Facebook facilitates the negotiation of professional identities among medical students and faculty, as they embed educational content—such as quizzes and case studies—within informal, virtual communities. This integration blurs traditional distinctions between formal coursework and informal peer learning, suggesting that SNSs can serve as valuable supplementary tools for professional development, especially in contexts with limited access to formal educational resources.

In a similar vein, Ranieri, Manca, and Fini (2013) investigate how teachers engage with Facebook groups for professional purposes. Their exploratory study reveals that group memberships are governed by mechanisms of social capital, which influence participation, legitimacy, and resource sharing. The authors note that the sustainability and evolution of these groups depend on factors like trust, shared goals, and offline relationships, underscoring the importance of social dynamics in online professional communities. This research highlights the potential of social networks to foster lifelong learning among educators by promoting reciprocal support and collaborative practices.

Furthermore, Turvey (2012) examines teachers' narratives around social media practices, emphasizing user agency in the convergence of social networking and pedagogical innovation. His findings indicate that teachers' dispositions and experiential narratives reveal a consistent pattern of agency-driven appropriation of social media tools within educational contexts. This underscores the need to view technology integration through a socio-cultural lens, recognizing that teachers' perceptions, motivations, and practices significantly influence effective adoption and meaningful use of social platforms in education.

Moving beyond professional contexts, research on mobile practices in everyday life underscores the impact of digital technologies on school-age learners. Merchant (2012) argues for viewing mobile devices as integral to social practices rather than mere educational tools, emphasizing that understanding the routines and social interactions embedded in mobile use can inform more nuanced educational interventions. Similarly, Charitonos et al. (2013) demonstrate how social and mobile technologies enrich museum visits, fostering collaborative meaning-making among students through Twitter and interactive on-site activities. These findings suggest that integrating mobile and social media in informal learning experiences can enhance engagement, social participation, and knowledge construction.

At the broader research level, Gao, Luo, and Zhang (2012) provide a systematic review of micro-blogging, especially Twitter, in education. Their analysis reveals that micro-blogging supports interactive, participatory, and reflective learning activities, with benefits including increased engagement, real-time feedback, and community building. They advocate for further research into informal learning contexts and for developing guidelines to optimize micro-blogging's educational impact.

Finally, Terras and Ramsay (2012) address the psychological challenges of mobile learning, noting that cognitive load, motivation, and individual differences significantly influence user experiences. They argue that understanding learners' psychological profiles is vital to designing effective mobile learning environments that are inclusive and supportive of diverse needs.

In conclusion, the convergence of social media and mobile technologies offers promising avenues for enhancing learning across formal and informal domains. Effective engagement depends on recognizing the social practices, identities, and agency of users, moving beyond techno-centric paradigms. Future research should continue exploring these dynamics, emphasizing socio-cultural perspectives to harness the full potential of social mobile networking in education.

References

• Bauman, Z. (2004). Identity: conversations with Benedetto Vecchi. Cambridge: Polity Press.
• Boyd, D., & Ellison, N. B. (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230.
• Charitonos, K., Blake, C., Scanlon, E., & Jones, A. (2013). Museum learning via social and mobile technologies: (how) can online interactions enhance the visitor experience? British Journal of Educational Technology, 44(6), 959–971.
• Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: a critical analysis of research on micro-blogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 737–748.
• Merchant, G. (2012). Unravelling the social network: theory and research. Learning, Media and Technology, 37(1), 4–19.
• Pimmer, C., Linxen, S., & Gräbiel, U. (2012). Facebook as a learning tool? A case study on the appropriation of social network sites from mobile phones in developing countries. British Journal of Educational Technology, 43(6), 960–974.
• Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, practices. New York: Springer.
• Rheingold, H. (2002). Smart mobs: the next social revolution. New York: Basic Books.
• Turvey, K. (2012). Questioning the character and significance of convergence between social network and professional practices in teacher education. British Journal of Educational Technology, 43(5), 709–721.
• Wenger, E., White, N., & Smith, J. D. (2009). Digital habitats: stewarding technology for communities. Portland, OR: CPsquare.