Education has continued to follow a traditional teaching model which may not prepare students with needed workforce skills. Social networking has been viewed as a technology tool useful for enhancing communication at both the business and educational level. The theory of connectivism underscores the need for social group interaction to provide meaning. The research questions for this quantitative study involved exploration of the potential connection between social networking and increased literacy skills. 32 public school teachers of one school district provided survey information that included the amount of social networking students used in the classroom. Regression analysis was used to examine the relationship between social networking time per teacher, teacher age, years of experience teaching, and their students' state mandated reading test scores. Increased time on social networking assignments and teacher experience predicted reading test scores. Results suggest that social networking in school is a worthwhile endeavor to bring relevance to students and increase their literacy skills. One implication for positive social change is shifting the national educational pedagogy to include additional technology training for students. A second implication for positive social change is using the results to improve students' technology and literacy skills to help them compete successfully in a global economy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]