Abstract
This phenomenological study explores the rhetorical roles employed by participants on Facebook and connected findings to research concerning communication and collaboration in higher education. Six interviews were conducted involving one male and one female in the 18-24 age range, 25-35 age range, and 36 and older age range. Data indicates that messages on Facebook were used for cooperation and coordination but not necessarily collaboration. It also indicates that while participants were audience-minded, they were not necessarily audience aware, and many participants used audience shaping as a coping mechanism. Finally, composers’ inclinations to exercise authority over their personal, representational space (Facebook wall) leads the researchers to conclude that use of Facebook in higher education may best be achieved by creating a Facebook page or group for specific communicative purposes.
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