<p>This paper is a systematic review of scholarly studies that examines how organizations enhance their ability to generate value through social media. It explores why some organizations are able to adopt and benefit from social media while others cannot. Specifically, it examines: (i) how <i> people</i> and social networks are essential to create value at the organizational level, (ii) how <i>leadership</i> sets the vision and convinces others on the need for change, and (iii) what types of <i>strategy</i> can be implemented to enable knowledge creation through social networks. Argument is made on the vital importance of two variables in particular&mdash;leadership and strategy&mdash;and their role in moderating how the organization accepts and incorporates change to enhance overall effectiveness and efficiency. Evidence-based research is used to describe relevant theory and practice through qualitative and quantitative sources. It examines how organizations overcome the hurdles associated with change, and how individuals learn to accept new methods to connect, share knowledge, and create value through Web 2.0 technology. </p><p> Social media challenges an organization&rsquo;s ability to manage individuals and information. It requires a shift in the way people work and think; it requires a culture adjustment in how people collaborate in new, more inclusive ways other than relying on the same imbedded methods and inner core of co-workers for answers. </p><p> <i>Keywords:</i> Social Media, Social Networks, Leadership, Strategy, and Organizational Culture. </p>

In this dissertation I conduct a historical and theoretical reexamination of Walter Ong in order to explore the extent to which technology transforms consciousness. I discover within his work an understanding of literacy, technology, and humanity that can help us negotiate change without succumbing to the teleological urge to dichotomize. Technology transforms consciousness, but consciousness also transforms technology. This relational aspect of evolutionary change, which is essential to Ong’s work, is often missed or misread. The misreadings obscure important concepts in Ong’s work that can help us negotiate questions that occupy our own present and near-future. How do we teach writing in the presence of technology? What is literacy becoming and how can we understand the increasing multiplicity? Are our students being transformed by the latest technologies? Ong’s work offers answers in a somewhat unexpected way. Rather than continuing or redefining the orality, literacy, secondary orality continuum, I demonstrate that Ong’s work is grounded in more relevant concepts that should no longer be overlooked. A deeper understanding of “the word,” “interior,” and “presence” leads to the revelation that understanding “noetic economy” and “sensorium” not only clarifies Ong’s work, but also offers tools for transforming pedagogy, understanding literacies, and advancing historical understandings. Ong’s work is an enactment of scholarship within the sensorium. That enactment was somewhat unconscious; he did not always articulate the interaction of aural, oral, visual, kinesthetic, olfactory, and tactile, but merely referred to the human sensorium to explain the interactions of the physical and intellectual aspects of human existence. This recovery of Ong’s work demonstrates our need for conscious enactment of the sensorium. One such enactment includes rereading Alexander Bain, who failed to respond to the shifts in the human sensorium occurring alongside developments in writing technologies. Changes in the noetic economy shifted invention away from oral and memory-based composition towards visual and kinesthetically-enacted shaping and revising of ideas. Bain’s assumption that ideas come fully formed from the mind, shared with his students, became reified in current traditional pedagogy. Enacting the sensorium offers us an opportunity to avoid passing on problematic pedagogy to our own students. / Walter Ong's reception in English studies -- Speaking of changes, or, "How the divide is not so great" -- Before orality and literacy : earlier explorations in Walter Ong's thought -- The (not so) great divide : recalling the sensorium -- Applications. / Department of English

Thesis (M.A.)--Bowling Green State University, 2008. / Document formatted into pages; contains v, 89 p. Includes bibliographical references.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2006. / Abstract. Includes bibliographical references (leaves 106-108).

Honors Project--Smith College, Northampton, Mass., 2009. / Includes bibliographical references (p. 77-81).

Thesis (M.A. (Journalism & Media Studies)) - Rhodes University, 2008. / A thesis submitted in partial fulfilment of the requirements of the degree of Master of Arts in Journalism and Media Studies.

Thesis (Ph. D.)--Michigan State University. Dept. of Rhetoric & Writing, 2008. / This dissertation traces an American Indian intellectual tradition of digital and visual rhetoric theories and practices through the study of the early and continuous indigenous sign technologies of wampum belts, pictographs, and petroglyphs--as well as a contemporary site of new media: blogs. This research demonstrates how American Indians have a history of resisting colonial constructs of Indian identity and re-imagining Indianness in hypertextual, [digital-visual] spaces in the face of a still-present digital divide--Condensed from abstract. Title from PDF t.p. (viewed on July 23, 2009) Includes bibliographical references (p. 208-218). Also issued in print.

Thesis (M. Arch.)--Carleton University, 2001. / Includes bibliographical references (p. 130-137). Also available in electronic format on the Internet.

Thesis (Ph. D.)--Rijksuniversiteit Groningen, 2001. / Proefschrift Rijksuniversiteit Groningen. Erratum inserted. Includes bibliographical references (p. 263-275). Met lit. opg.-Met samenvatting in het Nederlands.

Thesis (M.A.)--University of Notre Dame, 2006. / Thesis directed by Dawn M. Gondoli for the Department of Psychology. "July 2006." Includes bibliographical references (leaves 57-60).