With the emerging social media many predict a paradigmatical shift in epistemology and a dawning of a new era for education that comprises the democratization of knowledge, distribution of power and co-creative users. The educational stage is thus set for the rise of a more influential, creative and collaborative learner – and the demise of the former sage on the stage: the omniscient and mediating teacher. My study takes the phenomenologically rooted critical hermeneutics as point of departure that challenges the given-for-grantedness and advocates openness and perspectivism. Furthermore this paper draws upon the idea of learning as socially situated, related to action and including multimodal dimensions.The purpose of my study is to describe, analyze and explicate the teachers’ experiences of their meeting with social media in the educational settings. The eight teachers are working in the northern part of Sweden, mainly in secondary and upper secondary schools. The empiric data was gathered in 2009 through open and thorough interviews. At the symposium I intend to share and discuss some of my findings, focusing how the use of social media in education tends to confront the teacher with blurred demarcation lines between education and their students’ personal lives. I will also share my findings of a changed notion of text and its structure and, furthermore, the mixed experiences amongst teachers in using social media for pedagogical purposes.