Exploring online social networks of school leaders in times of COVID‐19

The COVID‐19 pandemic has raised a wide range of challenges for school leaders that they now (rapidly) have to address Consequently, they also turn to informal learning networks, in order to share and collect information and reach out to their communities In this context, the current study investigates the underlying networks structures among school leaders, what type of information is being shared, and what differences can be identified when comparing a nation‐wide and a localized sample We collected data from a US nation‐wide sample of 15 relevant Twitter conversations, as well as Tweets from an US urban mid‐sized public school district Using a mixed‐methods approach, we discovered several key structural dimensions and a host of highly influential actors Moreover, we found semantic evidence for users sharing information on topics such as status reports Finally, we discovered that the urban sample did not overly use the nation‐wide, very specific approach of including COVID‐19 related hashtags Instead, they used more localized terminologies These findings are valuable for policy makers, as they map the underlying communication patterns and provide valuable insights into who is moving what types of resources as part of the emerging governance approach on social media Practitioner notes What is already known about this topic Informal networks can be instrumental in providing support during challenging circumstances School leaders hold a critical position in these networks by accessing and sharing just‐in‐time information and knowledge Social media provide a wide range of affordances that can support the development of informal networks What this paper adds Insights into the intersection between leadership and social networks Information on how school leaders turn to informal networks on social media to access and share information that can help them to face the challenges caused by the global COVID‐19 pandemic Results on underlying informal learning network structures and topical discussions of a US nation‐wide data sample Implications for practice and/or policy Insights are provided on how informal online networks develop, which can be instrumental when considering other networks that are of interest to practitioners and policy makers Types of information and resources that are being shared are unraveled, which can act as an indicator of what type of information and resources school leaders are looking for, particularly in the face of a crisis like the global COVID‐19 pandemic Differences are shown in how informal learning networks are used comparing a nation‐wide exchange with a localized, urban discussion, which can help to better target the applicable audiences What is already known about this topic Informal networks can be instrumental in providing support during challenging circumstances School leaders hold a critical position in these networks by accessing and sharing just‐in‐time information and knowledge Social media provide a wide range of affordances that can support the development of informal networks What this paper adds Insights into the intersection between leadership and social networks Information on how school leaders turn to informal networks on social media to access and share information that can help them to face the challenges caused by the global COVID‐19 pandemic Results on underlying informal learning network structures and topical discussions of a US nation‐wide data sample Implications for practice and/or policy Insights are provided on how informal online networks develop, which can be instrumental when considering other networks that are of interest to practitioners and policy makers Types of information and resources that are being shared are unraveled, which can act as an indicator of what type of information and resources school leaders are looking for, particularly in the face of a crisis like the global COVID‐19 pandemic Differences are shown in how informal learning networks are used comparing a nation‐wide exchange ith a localized, urban discussion, which can help to better target the applicable audiences [ABSTRACT FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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 )