As social media is becoming increasingly ubiquitous to millennium learners, educators see the potential benefits of using these tools for academic purposes (Hughes, 2009; Nellison, 2007). Unfortunately, there is limited research on how social media impacts students and, in particular, how it influences students’ learning experience (Hew, 2011; Mix, 2010). One of the common themes in previous research is that students use social media for personal reasons, but rarely for educational or learning purposes (Hew, 2011). Based on the 2009 and 2010 data from the EDUCAUSE Center for Applied Research (Caruso, Smith, & Salaway, 2009; Smith & Borreson, 2010), over 90% of students responded that they used social networking services, such as Facebook, MySpace, Bebo, and LinkedIn. However, less than 30% of the participants reported using them in a course during the quarter or semester of the annual surveys. Uses of other social media sites, such as video sharing, blogs and wikis, follow the same pattern. EDUCAUSE (Smith & Borreson, 2010) reported that only about 30% of their surveyed students used web-based word processor, spreadsheet, presentation, and wiki tools in courses. Even fewer students reported using technologies, such as video/photo-sharing sites, calendars, citation tools, blogs, social bookmarking tools, and online virtual worlds for classes. The limited education-related activities on social media platforms include creating study groups and other interactions with classmates without the knowledge of the instructor, “post-hoc” critiquing of learning experiences and events, reading web resources with little evidence of critical inquiry or analytical awareness, and file sharing, gaming, and brief communicating (Selwyn, 2009).