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Schwartz, H. L (2001, Jan). Facebook: The new classroom commons? The Education Digest, pp.39-42.

Recently I found the above stated article in the School of Education library. The author Professor Harriet Schwartz outlined some of my concerns on the use of this social networking service. Her central idea was, “Is Facebook worth considering as a communal space, albeit one that requires discretion” secondly “Are my students my friends?”
The author states that with an increasing student culture that posts to and expect responses from others are posts in Facebook private or public. She states that some students use the service as a semi-public diary. Students share their frustrations with peers, courses etc. She postulates that Facebook is truly an extension of the classroom where connections take place, some being routine while others are substantial.
Professor Schwartz delves into the developmental capacity of Facebook as an opportunity to “mentor” based on the research of Fletcher and Ragins (no date given) both these individuals have postulated a theory. This relational – cultural theory where mentoring episodes suggests growth in relationships once they have met these five criteria; increased energy and well being, increased knowledge of self and others, a boost of self esteem, interest in more connections and the potential to take action.
She questions that all interactions with students on Facebook don’t meet the criteria but most include most of these five good things. There is still a preference for in person meetings to Facebook and e-mail.
In conclusion the availability of inter-personal relationships with students via Facebook, texting, instant messaging, e-mail requires boundaries to be set. She sees Facebook contrasting with the potential for real time, face to face conversations rich with connection, depth, risk taking and growth.
(Disclaimer) My critique of this article should in no way to be coloured by the fact that I don’t use the service or subscribe to Facebook.