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At the beginning of the semester, the professor announced that we would be actively using social media in class and collectively launching a campaign focused on anti-hate social media activism. As a student, I was excited. I was rarely, if ever, told it was okay to use social sites in class. Hanasono (2017) explains the approach to this course in “Making a difference: A community-based campaign that promotes diversity and inclusion.” Throughout the semester, we used social media during in-class activities, as part of out-of-class assignments, and in our semester-long group project.

As we learned about theories of persuasion, social media posts were often used as examples. Theories would be applied to posts as a way for us, as students, to connect course content to examples present in our own lives. When given the opportunity to use social media during in-class activities, we would search social sites to find posts that were strong examples of what we were discussing in class that day. As the semester progressed, we also wrote persuasive messages that could be posted on different platforms, taking into consideration the features of each (e.g. Twitter’s character restriction) and how theories could be effective or ineffective guides when writing persuasive social media posts based on the unique characteristics of each platform.

Social media was also central to the activities and assignments outside of the classroom. In small groups, we took what we learned through in-class activities and applied it to our larger assignments. Throughout the semester, we had to persuade our friends and family to engage with our campaign’s social media platforms and ask them to create anti-hate messages that supported the mission of the campaign. Toward the end of the semester, as a summative assignment, each group took charge of posting on one of the campaign’s social media platforms by applying what we learned throughout the semester in a setting that would be viewed by everyone we persuaded to engage with the campaign.