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Copyright of Zeitschrift für Soziologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Der vorliegende Beitrag befasst sich mit den Interaktionsprozessen in einer sprachniveauübergreifenden Facebook-Gruppe im DaF-Unterricht. Ausgehend von den Konzepten des Scaffolding und der Zone der nächsten Entwicklung wurde an einer Universität in Taiwan als Ergänzung zum Präsenzunterricht eine Facebook-Gruppe für Deutschlernende unterschiedlicher Kursniveaus angelegt. Neben Form- und Bedeutungsaushandlungen im Rahmen von Korrekturen und Verbesserungsvorschlägen ließen sich Hilfestellungen und Mutzusprechungen nachweisen. Eine besondere Herausforderung für Interaktionsprozesse in der neuen Lernumgebung stellten die Bereiche Mitarbeit und Fehlerkorrektur dar. Auch im Bereich der Gruppenverwaltung und -dokumentation ergaben sich Probleme. Die vorgestellten Lösungsansätze für diese Problembereiche verweisen auf die Notwendigkeit einer regelmäßigen Anbindung an den Präsenzunterricht, eine gezielte Schulung studentischer Tutorinnen und Tutoren, die Einbindung muttersprachlicher Hilfskräfte und die vorausschauende Planung von Bearbeitungsfristen. Lernen wird in diesem Beitrag als sozialer Prozess der Interaktion, als Ko-Konstruktion von Wissen verstanden. This article discusses the interaction processes within a cross-level Facebook group in the context of a German as a Foreign Language classroom setting. On the basis of the concepts of 'scaffolding' and the Zone of Proximal Development a Facebook group was set up for learners of different course levels at a university in Taiwan to complement classroom activities. Apart from negotiations of form and meaning in the context of corrections and improvement suggestions, supportive feedback and encouragement statements were evident. Particular challenges to interaction evolved in the areas of group participation and error correction as well as group administration and documentation. The proposed solution approach includes the creation of a strong link between classroom and online activities, a focused training of student tutors, the inclusion of native-language assistants, and anticipatory planning of task completion deadlines. Learning, in the context of this article, refers to a social process of interaction, a co-construction of knowledge. [ABSTRACT FROM AUTHOR]

Social networks are very typical platforms of the social web which stand out for the social graph, the visible inter-user relationship network. Researchers more and more often use social networks for their academic work as the functions provided by the platforms make routines easier and faster. Particularly those social networks have a large number of users which provide a broad range of functions and facilitate interaction and exchange, publishing and the circulation of scientific works and enable the users to present themselves. Using social network platforms contribute to the improvement of academic communication and are, for example, reflected in higher quotation numbers. [ABSTRACT FROM AUTHOR]

Today children and teenagers move quite naturally in the worlds of iPhone, PlayStation, Facebook and the like. A great number of mothers and fathers can't keep pace and are worried due to possible bad influences on the young generation. The 'Parental Media Evening' in the Mannheim Public Library takes those issues in account: At the annual and free-of-charge information evening various experts from Mannheim provide specific guidance to parents to enable their children to use (new) media in a safe and reasonable way. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Soziologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Soziologie is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

New media and media formats have a lot of potential. It should be a core task for libraries to provide the use of these media. They complete their education function by concrete actions and not by providing materials. It is easy to copy it by other libraries by taking over these new standards, which don't even demand a great budget. In Chile there is a big request for continuing education possibilities in this field for our target group and especially for multipliers in German schools, libraries or German educational institutions. The success shows sustainability. Afterwards, the participants are enabled to get information quite easily and they will transfer their knowledge to scholars and students. [ABSTRACT FROM AUTHOR]

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)