Social relations—not simply physical space—structure the social worlds of youth.
Need Your Help!! - 35 views
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shared by Steven Parker on 22 Aug 10
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Does Facebook generation care if privacy is dying? - Opinion - Belfasttelegraph.co.uk - 26 views
www.belfasttelegraph.co.uk/...privacy-is-dying-14919709.html
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Steven Parker on 22 Aug 10Excellent opinion piece articulating the implications of the loss of privacy for individuals who put their personal data out into world in particular the surrendering of their sense of offline individuality to being a small part of a larger online community of people whereby their personal identity is reflected in their standing as part of an online network.
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Steven Parker on 22 Aug 10Excellent opinion piece articulating the implications of the loss of privacy for individuals who put their personal data out into world in particular the surrendering of their sense of offline individuality to being a small part of a larger online community of people whereby their personal identity is reflected in their standing as part of an online network.
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shared by Laura Doto on 23 Jun 09
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Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views
digitalyouth.ischool.berkeley.edu/book-friendship
Aristotle Friendship teens adolescents online network
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When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
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these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
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Homophily describes the likelihood that people connect to others who share their interests and identity.
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One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
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Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
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Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
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there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
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the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
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As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
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The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
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“It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
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Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
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Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
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Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
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The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
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The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
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While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
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Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
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social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
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That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
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finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
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Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
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While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
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Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
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it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
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Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
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They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
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Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
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Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
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Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
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So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
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From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
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That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
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Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
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While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
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Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
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learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
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articulating those friendships online means that they become subject to public scrutiny in new ways;
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This makes lessons about social life (both the failures and successes) more consequential and persistent
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co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
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shared by onepulledthread on 10 Apr 13
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Who Are You Online? Considering Issues of Web Identity - NYTimes.com - 90 views
learning.blogs.nytimes.com/...idering-issues-of-web-identity
digital citizenship identity digital footprint digitalcitizenship
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"NY Times writers collaborated with the Common Sense Media writer Kelly Schryver to focus on the increasingly important and nuanced question "Who Are You Online?" Times and Learning Network content as well as offerings from Common Sense Media's K-12 Digital Literacy and Citizenship curriculum for teaching and learning about this complex issue." Lots of avenues to take this material in working with students.
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Kelly Schryver presents a variety of links related to this topic, in collaboration with Common Sense Media. Could be useful for student consideration.
overload google with good stuff - 2 views
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online identity identity management creative commons eme5050 identity profile google searching flickr image blog godin
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Need your help!! - 25 views
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Photos of mullets, leotards return to haunt online by AP: Yahoo! Tech - 0 views
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But some people do care, especially when someone else has uploaded an unflattering photo or video. Los Angeles screenwriter Mike Bender, who runs AwkwardFamilyPhotos.com devoted to such photos from the past, said a woman who shared a family photo later wrote to say that she was drunk when she submitted it and that her family was upset with her. Bender removed the picture immediately, but it was already all over the Internet. What happens online can have a direct effect on someone's real life reputation, Van Der Heide said, yet people posting photos of others aren't giving them a chance to respond or control how they appear. He said unwarranted photos, videos or comments made about you could potentially "assassinate your credibility."
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Today, Rea is a high school math teacher in St. Louis, having given up her modeling dreams. "It's making fun of myself, letting the world know we've all had embarrassing moments," she said. What if her students saw that photo online? "I think it would be funny," she said. "It's good for my students to know that it's OK to make mistakes."
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shared by Linda Piscione on 02 Feb 10
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OnGuard Online - 23 views
www.onguardonline.gov
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Create a Google Profile, Your Starting Place Online - 0 views
personalweb.about.com/...your-starting-place-online.htm
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Protecting Reputations Online in Plain English - YouTube - 122 views
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shared by Roland Gesthuizen on 03 Jun 12
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Is the Internet hurting children? - CNN.com - 61 views
edition.cnn.com/...index.html
children cybersafety digitalcitizenship facebook twitter socialnetworking privacy
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The explosive growth of social media, smartphones and digital devices is transforming our kids' lives, in school and at home. Research tells us that even the youngest of our children are migrating online, using tablets and smartphones, downloading apps.
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All adults know that the teen years are a critical time for identity exploration and experimentation. Yet this important developmental phase can be dramatically twisted when that identity experimentation, however personal and private, appears permanently on one's digital record for all to see.
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Howard Gardner, a professor and researcher at the Harvard Graduate School of Education who developed the concept of multiple intelligences, calls kids' use of digital media and technology "epochal change." He compares the revolution in digital media to the invention of the printing press because of its extraordinary impact on the way we communicate, share information and interact with one another. As a society, we have no choice but to engage with this new reality and work to ensure that it affects our kids in healthy, responsible ways.
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'Amid the buzz over the Facebook IPO, the ever-evolving theories about how Twitter is reshaping our communications and speculation about where the next social media-enabled protest or revolution will occur, there is an important question we've largely ignored. What are the real effects of all this on the huge segment of the population most affected by social media themselves: our children and our teens?'
He Tweets, She Tweets, Bill Tweets, I Tweet « EmilySeong's Blog - 16 views
emilyseong.com/...she-tweets-bill-tweets-i-tweet
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Woodland, J. (2011) Psychology for the classroom: E-Learning. Oxon: Routledge - 4 views
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Chapter 4 - Pedagogy Motivation through the possible 'white heat of technology' - the newness. * Emotional engagement *Immediacy * Action Engagement * Cognitive Engagement - see the Hierarchy of Engagement on page 75. * Creative and Critical Thinking - Bono's Six Thinking Hats and Technology * Using VLEs * Social Interaction - Oliver and McLaughlin (1996) proposed five levels of teacher-learner interaction: social, procedural, expository, explanatory and cognitive. * Engagement * Assessment
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Chapter 2 - Theory: * Piaget's stages of cognitive development and technologies. * Skiiner's programmed learning theory - technology programmes that are task analysis, sequencing of learning and presentation of concepts through step by step positive reinforcement. * Wenger Communities of Practice * Gilly Salmon (2005) five-step model of levels of maturity in online environments: access and motivation/ online socialisation/ information exchange/ knowledge construction/ learner development. * GBL and Avatars discussed.
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Those against technology - Tanya Byron stating they technology is affecting children's minds.
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Changing attitudes whilst online - different identities - different ways some converse.
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* Motivation of learning - attention, confidence, satisfaction, appreciation and relevance
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Key aspects of book of relevance: * explains e-Learning - cybergogy (online pedagogy) * 3 modes of learning - expository, active and interactive * synchronous and asynchronous learning alongside cognitive and social natures of learning
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Building an Internet Culture - 0 views
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ten conclusions that might guide a country's development of a culturally appropriate Internet policy
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Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
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Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
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Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
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Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
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For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
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Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
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Don't distribute the technology randomly. Electronic mail is useless unless the people you want to communicate with are also online, and people will not read their e-mail unless they want to. Therefore, you should focus your effort on particular communities, starting with the communities that have a strong sense of identity, a good record of sharing information, and a collective motivation to get online.
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shared by Steve Ransom on 14 Oct 09
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ReadWriteThink: Lesson Plan: Naming in a Digital World: Creating a Safe Persona on the ... - 52 views
www.readwritethink.org/...lesson_view.asp
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