1. Introduction
Greenhow and Lewin’s (2016) article, “Social media and education: reconceptualizing the boundaries of formal and informal learning,” is one of the most influential works in the field of digital education research. Their paper argues that social media is not simply a technological tool but a socio-cultural ecosystem that reshapes how learning is created, shared, and legitimized. They position social media as forming a “third space” that blends school-based learning with out-of-school, interest-driven learning.
The article is widely cited because it offers both a theoretical reframing of social media's role in education and a critical examination of empirical research across the period 2004–2015, providing a foundation for later studies in digital learning, student engagement, and participatory culture.
2. Reconceptualizing Learning: Formal, Informal, and the “Third Space”
A core contribution of Greenhow & Lewin’s work is their rethinking of the boundaries between:
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Formal learning (structured, curriculum-driven, institutionally controlled)
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Informal learning (interest-driven, voluntary, socially embedded)
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And the newly articulated “third space” (a hybrid zone enabled by social media)
They argue that social media platforms — such as Facebook, Twitter, YouTube, and later Instagram and TikTok — create learning environments where:
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learners collaborate across institutional boundaries,
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knowledge is co-created rather than transmitted,
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expertise is distributed rather than hierarchical,
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teacher–student relationships are less rigid,
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identity work becomes central to learning.
This hybrid zone allows students to operate simultaneously as learners, producers, contributors, and community members.
3. Characteristics of Social Media That Enable Learning
Greenhow & Lewin identify several affordances of social media that contribute to educational possibilities:
3.1 Peer Networking and Connected Learning
Social media enables “networked publics” where students form connections based on shared interests, not just classroom groupings. This promotes:
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collaborative learning,
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peer tutoring,
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knowledge exchange,
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identity exploration.
3.2 Participatory Culture
Drawing on Jenkins’ work, they emphasize that social media encourages:
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content creation,
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remixing and sharing,
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community-driven standards of quality.
These practices align with modern expectations for 21st-century literacies.
3.3 Authentic Audiences
Students do not write “for the teacher” alone but for real, responsive, global audiences, increasing motivation, responsibility, and reflective practice.
3.4 Multimodal Expression
Learning is enhanced through multiple modes:
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writing,
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video,
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image creation,
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audio media,
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curation of digital artifacts.
This supports differentiated expression and deeper engagement.
4. Critique of Existing Research at the Time
One strength of the paper is that it critically analyzes empirical studies rather than simply celebrating technology. Key critiques include:
4.1 Overemphasis on Technology, Not Pedagogy
Many studies documented tool usage without linking it to theories of learning or established pedagogical frameworks.
4.2 Methodological Weaknesses
They highlight:
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small samples,
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short-term interventions,
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lack of comparison groups,
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limited evidence of measurable learning outcomes.
4.3 Under-theorized Educational Purposes
Educators often adopted social media for communication or resource sharing but rarely for deep learning design, such as inquiry-based learning or collaborative knowledge building.
4.4 Ethical and Privacy Concerns
Early research underestimated:
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data privacy,
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boundary issues between personal and academic identities,
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the corporate and surveillance nature of social media platforms.
5. Main Educational Opportunities Identified
Greenhow & Lewin summarize several major opportunities where social media has significant educational value:
5.1 Extending Learning Beyond the Classroom
Social media fosters continued collaboration outside institutional time and space constraints.
5.2 Supporting At-Risk or Marginalized Learners
Platforms can empower students who feel less confident participating in traditional classroom settings.
5.3 Teacher Professional Development
Social media enables communities of practice that support teacher learning, resource exchange, and reflective dialogue.
5.4 Global Citizenship and Digital Literacy
Students learn:
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digital communication skills,
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critical media literacy,
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online civic participation.
6. Challenges and Risks Identified
The authors also point to significant concerns:
6.1 Distraction and Cognitive Overload
Students may become fragmented in their attention, undermining deep learning.
6.2 Inequities in Access and Digital Skill
Not all learners benefit equally — digital divides persist between:
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socio-economic groups,
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rural/urban students,
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students with differing digital literacies.
6.3 Privacy and Teacher–Student Boundaries
Blurring personal and academic spaces can create ethical dilemmas.
6.4 Institutional Resistance
Schools often block or restrict social media, limiting experimentation and pedagogical innovation.
7. Theoretical Contributions
The paper makes several theoretical contributions that influence later scholarship:
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Social media expands the concept of “learning ecologies.”
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Participation and co-production of knowledge become central in educational design.
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Digital identity is integrated into learning theory.
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Social media creates opportunities for connected learning, bridging personal interests and academic pathways.
Their framework influenced subsequent research on:
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digital youth culture,
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online learning communities,
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networked learning,
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public scholarship,
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digital citizenship,
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teacher professional learning networks (PLNs).
8. Legacy and Influence
Greenhow & Lewin (2016) continue to be heavily cited because they:
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synthesized a decade of early research on social media in education,
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mapped the potential and limits of platforms like Facebook and Twitter in teaching,
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offered a theoretical structure that remains relevant as new platforms emerge,
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laid groundwork for studies on “connected learning,”
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influenced later work on learning analytics, digital literacies, and platform-based pedagogy.
How does social media change learning itself?
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What new pedagogies emerge from participatory digital cultures?
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How should institutions respond to hybrid learning ecologies?
9. Conclusion
Greenhow & Lewin’s (2016) work is a foundational text in understanding the role of social media in contemporary education. By reconceptualizing social media as a site where formal and informal learning converge, they open new avenues for theoretical inquiry and practical innovation. Their balanced approach—highlighting potentials and pitfalls—continues to shape educational research, policy, and pedagogical design.
