Lurker Meaning

Mining Lurkers in Online Social Networks

This SpringerBrief brings order to the wealth of research studies that contribute to shape our understanding of on-line social networks (OSNs) lurking phenomena. This brief also drives the development of computational approaches that can be effectively applied to answer questions related to lurking behaviors, as well as to the engagement of lurkers in OSNs. All large-scale online social networks (OSNs) are characterized by a participation inequality principle, i.e., the crowd of an OSN does not actively contribute, rather it takes on a silent role. Silent users are also referred to as lurkers, since they gain benefit from others' information without significantly giving back to the community. Nevertheless, lurkers acquire knowledge from the OSN, therefore a major goal is to encourage them to more actively participate. Lurking behavior analysis has been long studied in social science and human-computer interaction fields, but it has also matured over the last few years in social network analysis and mining. While the main target audience corresponds to computer, network, and web data scientists, this brief might also help increase the visibility of the topic by bridging different closely related research fields. Practitioners, researchers and students interested in social networks, web search, data mining, computational social science and human-computer interaction will also find this brief useful research material .

Lurkers

The Silent Experiences of Young Bilingual Learners

Many teachers are increasingly concerned with how to best support the learning of the rising numbers of bilingual learners in schools – particularly those children who are new to English and therefore cannot yet communicate with the teacher or their peers in their first language – during the silent period. This book offers an alternative insight to that which is most commonly available to teachers and researchers, as instead of examining language acquisition purely from a linguistic approach; it explores the learning that is occurring through a sociocultural lens and even more significantly, from the young child’s perspective – the worm’s eye view. Investigated through the experiences of young bilingual learners allows the reader to make sense of the making meaning that occurs when the child cannot make sense of his/her new ‘world’; nor communicate verbally in the language of instruction in the classroom. Remarkably, learning through the silent period is revealed as both complex and ‘messy’ as the bilingual child mediates his or her own learning through a synthesis of alternative learning pathways. The silent period is presented as a crucial time for learning; distributed through a synthesis of close observation, intense listening and most significantly copying the practices of others. Throughout the silent period the children are not only seen to be learning but also contributing to the classroom practices. The book not only initiates new understandings of second language learning, but also offers creative ideas on how to raise the achievement of children who are learning English as an additional language.