During my undergraduate studies, I also took courses that mentioned and encouraged students to use social networking platforms such as LinkedIn and Handshake. I used Handshake and LinkedIn mainly to search for internships, campus jobs, career events, and employer information. It helped me understand the kinds of opportunities available and the skills employers expected from students. LinkedIn served a slightly different purpose. I used it to build a professional identity, connect with classmates, alumni, and professionals, and learn how other people described their educational and work experiences. These platforms were not part of a formal classroom, but they still shaped my higher education experience. They helped me learn the “hidden curriculum” of career preparation, such as how to present myself professionally, how to search for opportunities, and how to understand career pathways.
This week’s readings helped me reflect on how social media tools are used in higher education. This connects to Rainie and Wellman’s (2013) idea of the networked individual. In networked life, students do not only rely on one institution, one instructor, or one classroom for information. Instead, they learn through many overlapping networks, including peers, alumni, employers, online platforms, and professional communities. Handshake and LinkedIn show how higher education learning can extend beyond the classroom into career networks. Students who are well-connected may gain access to more information, advice, and opportunities. However, students who are less connected may not benefit as much. This means that social media tools can support learning, but they can also reproduce inequality if some students do not know how to use them or do not feel confident participating.
The Visitors and Residents framework also helps me understand my experience (White & Le Cornu, 2017). On Handshake, I was often more like a Visitor. I entered the platform to complete a task, such as finding a job posting or registering for an event, and then I left. On LinkedIn, I gradually became more of a Resident by creating a profile, connecting with people, and leaving visible traces of my professional identity. White and Le Cornu’s (2017) framework is helpful because it focuses on how people use digital spaces instead of assuming behavior based on age.
For instructors, this raises an important question: How can they encourage student participation online while still protecting privacy and creating a safe learning environment? I think instructors should first avoid assuming that all students are equally comfortable online. Participation should not always require students to use public platforms or expose their personal identities. Instead, instructors can offer options. Also, instructors should clearly explain the purpose of online participation. Students are more likely to participate when they understand why the activity matters for their learning. For example, if students are asked to use LinkedIn, the instructor should explain whether the goal is professional identity development, networking, career exploration, or reflection. The activity should not just be “use social media” because students are assumed to like it. Finally, instructors should create community guidelines. A safe online learning environment needs clear expectations around respectful communication, privacy, feedback, and consent. Students should know that they do not have to share any personal information they are uncomfortable with. They should also know how their posts, comments, or digital artifacts will be used and assessed.
Overall, platforms like Handshake and LinkedIn can support learning, networking, identity development, and career preparation in higher education. However, these benefits are not automatic. Students need guidance, privacy protection, and supportive learning design. Instructors should help students become thoughtful and ethical participants in networked learning spaces, rather than assuming that students already know how to do this.
References:
Rainie, L. & Wellman, B. (2013). Networked: The new social operating systemLinks to an external site.. Boston, MA: MIT Press. [eBook - FSU access]
White, D. S., & Le Cornu, A. (2017). Using ‘Visitors and Residents’ to visualise digital practicesLinks to an external site.. First Monday, 22(8). doi:10.5210/fm.v22i8.7802
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