this concept really fits well within the e-portfolios and other college-wide intitiatives

This paper discusses how ideas of performance can be used to conceptualize the play of identity formation on social networking sites

Abstract: As social network sites like MySpace and Facebook emerged, American teenagers began adopting them as spaces to mark identity and socialize with peers. Teens leveraged these sites for a wide array of everyday social practices - gossiping, flirting, joking around, sharing information, and simply hanging out. While social network sites were predominantly used by teens as a peer-based social outlet, the unchartered nature of these sites generated fear among adults. This dissertation documents my 2.5-year ethnographic study of American teens' engagement with social network sites and the ways in which their participation supported and complicated three practices - self-presentation, peer sociality, and negotiating adult society.

This e-publication seems to have good ideas related to pedagogy and teaching tips

EXCELLENT case study

visual rhetoric, theory, examples, assignments. Good background related to LAS and media projects.

This is about delicious, but Diigo is similar. But Diigo goes FURTHER with the addition of groups.

Connectivism & Connective Knowledge

shows how social bookmarking can help you read, organize, and share things you read on the web

the first part about clickers is not that relevant, but after that there is a good discussion about TYPES OF DISCUSSION QUESTION Participants were encouraged to think through what might happen to their practice of art history if: --they had easy access to high-quality, copyright-cleared material in all media; --they could share research and teaching with whomever they wanted; --they had unrestricted access to instructional technologists who could assist with technical problems, inspire with teaching ideas and suggest resources they might not otherwise have known about.

incorporating images as key "texts" into their courses

Participants were encouraged to think through what might happen to their practice of art history if: --they had easy access to high-quality, copyright-cleared material in all media; --they could share research and teaching with whomever they wanted; --they had unrestricted access to instructional technologists who could assist with technical problems, inspire with teaching ideas and suggest resources they might not otherwise have known about.