Social media, in today’s society, plays a big part in people’s daily lives. Many companies and organisations, schools included, see this as an opportunity to communicate with their publics. The aim of this essay is to investigate a school’s communication in the social medium Facebook to answer the general question of “Which student groups gets to appear on a school’s Facebook page, how does the school use storytelling and what are the possible consequences for the school as an organisation?”.             The study is based on theories about public relations and previous research on schools’ communication on social media. Theories about impression management and storytelling are used to provide a greater understanding of the content of the school’s communication. Finally, theory about groups from a perspective of social identity are used to understand how groups work in relation to each other. The methods used in this study are quantitative content analysis and semiotic text analysis. The quantitative content analysis is used to provide general overview of the school’s communication on Facebook and the semiotic text analysis is used to, in more detail, investigate how the school uses storytelling in the communication.               The results of our study show that a few student groups appear in the school’s communication and these student groups are The Filmmakers, The Actors and the Health Coaches. Other student groups appear in a very small extent. The frequency in which they appear is also unevenly spread over the year. In our study we have also found that Molkom’s Folkhögskola primarily use two storytelling techniques in which they tell stories of activities and successes of these student groups.             In the concluding discussion, based on the theoretical framework, this study discusses the possible consequences that the school’s communication may have on the relations with the school’s student groups who are the internal public. These consequences are that the school might miss out on reaching certain students, and possible future students of these groups, and at the same time creating a feeling of us and them amongst the student groups.

In Songs of Innocence and of Experience William Blake contrasts childhood and adulthood. This essay relates this to another prominent social issue in the collection, colonialism. This essay aims at answering the question of what happens when the child is black rather than white. By providing an analysis of how children in general are portrayed, followed up with a brief discussion of how Blake deals with colonial issues this essay sets the stage for a final concluding discussion about what happens when the two themes of childhood and colonialism meet. The discussion reveals that Blake is using irony to ridicule the contemporary polarized meanings of the words “black” and “white”. By doing this Blake makes the little black boy in “The Little Black Boy” the perfect symbol for criticising the contemporary issues of child abuse and colonialism in one single piece of poetry.