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Virtual Communities as Tools to Support Teaching Practicum facilitated through regular email messages. The `Inbox' function is also useful to have a private conversation with students. In one example, a student wrote "Hey Rebecca, Can i please have an extension till monday [sic] for Assignment 2? Thankyou." (LB, 05/23/09). However, there are problems with the Face- book© connectivity and the social capital that it allows lecturers to build and extend. The students in this study tended to use Facebook© rather than regular university email channels. This can be seen in the example from the student who applied for an extension through Facebook© rather than us- ing the university email function. This seemed to support Prensky (2001) who stated that students in today's classrooms are not the students the cur- rent educational systems are designed to teach. They seem to want to access lecturers in different ways and through different channels, any time of the day or night. When asked about his choice of Facebook© over the university email, he stated that he never checked his university email so was loathe to use it. Similarly, the IM conversation with the student on practicum occurred very late on a Saturday night. The connectivity that is a major benefit of using social networking to communicate and connect with the students can also create a situation where lecturers are constantly working. The experience of using Facebook© in this study seemed to support Dye's (2007) assertion that time is a premium for this generation who wishes to be able to access content wherever they go. It could be extended that they also wish to access information and advice through various means and at different times. In another problem, students created and joined a group titled "anti [unit code] has poo assign- ments". All students who were friends with the lecturer on Facebook© and enrolled in the unit joined the group. It was a vehicle for students to complain about the assignment "does [subject code] not realise we reflect enough in their bloody weekly textbook readings and journal reflections. why demonstrate these stupid things again in a 3500 word essay. UGH. [sic]" (DL, 03/31/09). The majority of the students were not active within the group (out of the six students who were both members of the group and friends with the lecturer) with only two students actively writing on the wall. The ease with which students were able to create a group, which was a vehicle for complaining about a subject at the university, demonstrated the public nature of the social networking medium and the risks it posed to the university environment. The coordinator of the unit was not a member of Facebook© so he would have had no access to the site or its comments among students. In higher education, we are concerned with inducting our students within the discipline they are studying. Their programs have been designed to develop the skills, knowledge and theoretical understandings that will enable them to be profes- sionals in that discipline. Whilst the programs they enrol in our explicitly designed to develop those attributes, the inculcating within the profession or discipline is an implicit process. One that is nei- ther measured nor examined. However, using the lens of cultural capital, it is possible to determine the presence of disciplinarity. The messages that were coded as being cultural capital were clearly attempts by the students to assume the mantle of the discipline they were engaged in, they were behaving in a professional manner, engaging in professional communication, solving problems and offering solutions to their peers and generally exhibiting their developing `teacherness'. Cultural capital was evident in a manner that could be examined, critiqued and even evaluated. CONCLUSION This study used a Facebook© group to theorise the digital behaviour of a group of students while on a practicum placement in the final year of their education degree. In the past, traditional LMSs discussion forums, such as those housed in Blackboard©, had been unsuccessful in attracting 244