Four types of designerly talk manifest in student-managed social network spaces: tool selection, professional identity, skill-sharing coordination, and ethical design discussion¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Designerly talk manifested in four distinct ways across exemplar threads: quasi-professional tool selection advice, professional domain identity formation, coordination of peer skill-sharing, and extended ethical debate about designed artefacts. → Gray 2014
Evidence¶
Gray 2014¶
Gray, C. M., & Howard, C. D. (2014). Designerly talk in non-pedagogical social spaces. Journal of Learning Design, 7(1), 40-58. https://doi.org/10.5204/jld.v7i1.153
q2 · i? · the article prints no effect size for this finding · qualitative · r2
Qualitative case analysis of four exemplar threads selected from 50 coded threads. Cases included selecting professional tools (DSLR camera advice), selecting a professional domain name, Mad Skillz Club coordination, and being an ethical designer (anti-smoking artefact discussion at 27 comments).
"we selected four cases to discuss in additional detail because they exemplify the ways in which designerly talk can manifest in the SNS (social networking) space."
Discussion¶
Related Claims¶
- Social network site participation enables design learning that breaks the confines of space and time, including pre-enrollment learning and asynchronous ethical discussion — related
- Students transition between student and proto-professional roles in informal SNS discourse, bridging learning and design practice — related
- Student-created Facebook groups support self-directed design learning and sharing of expertise outside the formal curriculum — related
- Social media tools plugged into learning management systems are presented as \"social learning\" solutions without being designed around social learning theory — related
- Student-generated Facebook groups constitute a hidden curriculum that supports learning outside the formal design studio — a broader claim this one bears on
- Students exemplified discovered clues when explaining their designs orally — related
- Longer Facebook threads with more interlocutors show distinct structural characteristics compared to the broader corpus — related
- Facebook is used in myriad ways as an educational instrument for learning and teaching in higher education — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
four-types-designerly-talk-sns |
title |
Four types of designerly talk manifest in student-managed social network spaces: tool selection, professional identity, skill-sharing coordination, and ethical design discussion |
description |
Four types of designerly talk manifest in student-managed social network spaces: tool selection, professional identity, skill-sharing coordination, and ethical design discussion |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gray-2014 |
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