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Deanya Lattimore

Is There Social Capital in a Social Network Site?: Facebook Use and College Students' L... - 0 views

www3.interscience.wiley.com/...abstract

JCMC facebook college-students

shared by Deanya Lattimore on 26 Aug 09 - No Cached
  • Deanya Lattimore on 26 Aug 09
     
    Is There Social Capital in a Social Network Site?: Facebook Use and College Students' Life Satisfaction, Trust, and Participation1 Sebastián Valenzuela 1 Namsu Park 1 Kerk F. Kee 1 1 University of Texas at Austin 1 Earlier versions of this study were presented at the 2008 International Symposium on Online Journalism and the 2008 APSA Preconference on Political Communication. For intellectual and financial support on this research, we thank Sharon Strover. Helpful comments at various stages were provided by Jeff Gulati and Talia Stroud. Corresponding author: Sebastián Valenzuela [sebastianvalenzuela@mail.utexas.edu] ABSTRACT This study examines if Facebook, one of the most popular social network sites among college students in the U.S., is related to attitudes and behaviors that enhance individuals' social capital. Using data from a random web survey of college students across Texas (n = 2,603), we find positive relationships between intensity of Facebook use and students' life satisfaction, social trust, civic engagement, and political participation. While these findings should ease the concerns of those who fear that Facebook has mostly negative effects on young adults, the positive and significant associations between Facebook variables and social capital were small, suggesting that online social networks are not the most effective solution for youth disengagement from civic duty and democracy.
Deanya Lattimore

`IM me': Instant messaging as relational maintenance and everyday communication -- Rami... - 0 views

spr.sagepub.com/...291

IM instant-messaging communication personal-relationship

shared by Deanya Lattimore on 31 Jul 09 - Cached
  • Deanya Lattimore on 31 Jul 09
     
    (Sage has free access to this journal for a couple of months after August 1st if you register.) `IM me': Instant messaging as relational maintenance and everyday communication Artemio Ramirez, Jr Arizona State University, artemio.ramirezjr.1@asu.edu Kathy Broneck Pima Community College Few studies to date have examined the use of Internet applications in enacting `everyday' routine relational maintenance and even fewer assess how such tools complement more traditional forms of communication to sustain involvements. This exploratory study examines the role of one such tool, instant messaging (IM), in relational maintenance. Participants (N = 402) reported their general use of IM (Stage 1) and subsequently conducted and reported on a specific interaction occurring either through IM or face to face (Stage 2). Among IM users, significant gender and the types of relationships differences emerged in `every communication.' Findings also indicate how IM is being utilized in conjunction with other communication channels. New research opportunities for examining relational maintenance processes employing IM are advanced. Key Words: computer-mediated communication * instant messaging * Internet * relational maintenance * routine interaction Journal of Social and Personal Relationships, Vol. 26, No. 2-3, 291-314 (2009) DOI: 10.1177/0265407509106719
  • Deanya Lattimore on 31 Jul 09
     
    `IM me': Instant messaging as relational maintenance and everyday communication Artemio Ramirez, Jr Arizona State University, artemio.ramirezjr.1@asu.edu Kathy Broneck Pima Community College Few studies to date have examined the use of Internet applications in enacting `everyday' routine relational maintenance and even fewer assess how such tools complement more traditional forms of communication to sustain involvements. This exploratory study examines the role of one such tool, instant messaging (IM), in relational maintenance. Participants (N = 402) reported their general use of IM (Stage 1) and subsequently conducted and reported on a specific interaction occurring either through IM or face to face (Stage 2). Among IM users, significant gender and the types of relationships differences emerged in `every communication.' Findings also indicate how IM is being utilized in conjunction with other communication channels. New research opportunities for examining relational maintenance processes employing IM are advanced. Key Words: computer-mediated communication * instant messaging * Internet * relational maintenance * routine interaction Journal of Social and Personal Relationships, Vol. 26, No. 2-3, 291-314 (2009) DOI: 10.1177/0265407509106719
Deanya Lattimore

Journal of Computer-Mediated Communication 14.2 - 0 views

www3.interscience.wiley.com/...home

JCMC Facebook digital_divide politics internet games gaming copyright multihop social_network social_networking network eWOM WOM ratemyprofessors learning Chinese web_design bowling game

shared by Deanya Lattimore on 30 Mar 09 - Cached
  • Deanya Lattimore on 30 Mar 09
     
    New issue of Journal of Computer-Mediated Communication, 14.2
  • Deanya Lattimore on 30 Mar 09
     
    Journal of Computer-Mediated Communication Volume 14, Issue 2, 2009. http://www3.interscience.wiley.com/journal/122295220/issue Copyright © 2009 International Communication Association --------------------------------------------------------------------------- Pages: 221-243 The (Potential) Benefits of Campaigning via Social Network Sites Sonja Utz http://www3.interscience.wiley.com/journal/122295230/abstract Published Online: 30 Mar 2009 Pages: 244-264 U.S. College Students' Internet Use: Race, Gender and Digital Divides Steve Jones, Camille Johnson-Yale, Sarah Millermaier, Francisco Seoane Pérez http://www3.interscience.wiley.com/journal/122295227/abstract Published Online: 30 Mar 2009 Pages: 265-285 Echo chambers online?: Politically motivated selective exposure among Internet news users1 R. Kelly Garrett http://www3.interscience.wiley.com/journal/122295221/abstract Published Online: 30 Mar 2009 Pages: 286-306 Third-Person Perceptions and Online Games: A Comparison of Perceived Antisocial and Prosocial Game Effects Zhi-Jin Zhong http://www3.interscience.wiley.com/journal/122295228/abstract Published Online: 30 Mar 2009 Pages: 307-327 Deterrence Effect of Four Legal and Extralegal Factors on Online Copyright Infringement Xigen Li, Nico Nergadze http://www3.interscience.wiley.com/journal/122295225/abstract Published Online: 30 Mar 2009 Pages: 328-351 Understanding User Resistance to Participation in Multihop Communications Yoolee Kang, Seongcheol Kim http://www3.interscience.wiley.com/journal/122295223/abstract Published Online: 30 Mar 2009 Pages: 352-367 Disentangling the Effects of Social Network Density on Electronic Word-of-Mouth (eWOM) Intention Dongyoung Sohn http://www3.interscience.wiley.com/journal/122295222/abstract Published Online: 30 Mar 2009 Pages: 368-392 Computer-Mediated Word-of-Mouth Communication on RateMyProfessors.com: Expectancy Effects on Student Cognitive and Behavioral Learning Autumn Edwards, Chad Edwards, Carrie Shaver, Mark Oa
Daisy PhD

100 Tips, Apps, and Resources for Teachers on Twitter | Online College Degree - 0 views

onlinecollegedegree.org/...ources-for-teachers-on-twitter

twitter

shared by Daisy PhD on 20 Mar 09 - Cached
  • Daisy PhD on 20 Mar 09
     
    Someone has done all my research and bookmarking for me with this post!!!
Rebecca Davis

DHQ: Digital Humanities Quarterly: Designing Choreographies for the New Economy of Atte... - 0 views

www.digitalhumanities.org/...000049.html

digital_humanities attention backchannel twitter socialmedia pedagogy

shared by Rebecca Davis on 01 Mar 11 - Cached
  • n an information society, the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
  • the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
  • Are these new technologies reshaping human attention in ways that undermine key practices of teaching and learning? Or do they provide a framework for new curricular designs and alternative conceptions of attention that occur at an order of complexity appropriate to teaching and learning in this "new economy"?
  • ...44 more annotations...
  • Rather than seeking to ban these devices from the lecture hall and the classroom, we aim to ask what precisely they have on offer for a culture that equates individual attentional behavior with intellectual and moral aptitude.
  • his comes into clear relief in the context of formal education.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      especially note the focus on "engaging students"--essentially we are focusing on getting them to pay attention
  • By the early 20th century, this rational-empiricist conception of mind had become pervasive and the command of attention was considered a normative aspect of modern life.
  • In short, distraction is a logical by-product of a successive array of technologies of attention.
  • the ability to focus one’s attention is tantamount to proper socialization.
  • Rather than assuming that their presence "takes away" from an established order of attention, we are seeking to understand how they reconfigure that order in ways that might allow for new methods of engagement.
  • The present essay grows out of a project funded by the National Endowment for the Humanities where we are studying the integration methods of remote participation and digital backchannels into live scholarly events (http://digitallyceum.org).
  • New technologies are employed to make attentive the naturally distracted minds of youth,
  • In the absence of strong conventions for shaping the conduct of these events, the presence of the network and multiple channels for interaction could, indeed, prove highly disorienting
  • we suggest that, if properly choreographed, these channels, just like the organization of chairs and podiums in a lecture hall, can augment the live event in new and powerful ways
  • controlled distraction enables participants to experience richer, multimodal relations without wandering outside the space(s) of the event.
  • Goffman’s contention is that, in comparison to other live performances like a stage play or a ballet, the lecture typically aspires to diminish attention to the staging and organization and direct the audience toward a focus on the subject matter itself
  • These efforts and "special effects" might be a good opening joke, an interesting aside, an evocative turn of phrase, or a moment of clarity in an otherwise abstruse topic that transports the audience members from their natural state of distraction toward a focus on the topic-at-hand.
  • audience members communicate constantly with one another, through, for instance, smiles or unsettled glances between two people, the shifting in chairs that takes place when an audience collectively expects the talk to be over, or the quiet contemplation during a particularly riveting moment.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      is this possible with telepresence?
  • we might speculate that the hesitancy on the part of some academics to integrate emerging media into their pedagogical practice is part of a larger hesitancy to consider these performative conventions as central to their craft as educators.
  • It is our contention that the presence of laptops and other networked devices within "live" academic events changes the texture, flow, and distribution of attention, and that this change in the practical order of these events therefore requires a rethinking and a redesign of how they are organized and performed.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      And yet, on a couple of recent occasions I have seen the attempt to integrate twitter fail due to a lack of committment. Instead people fall back on their conventions.
  • On this argument, the ability to shape people’s attention is now a more valuable commodity than the things around which our attention is presumably focused.
  • But if significant choices that require little energy (like aiming at a fly in a urinal) are designed into our environments, we are more likely to make use of them. If economists, architects, and lecturers, actually pay attention to fluff, then stuff will get done.
  • when network spaces are left unplanned, they add complexity without encouraging focus, dissemination without articulating message. User attention needs our attention.
  • When there is no choice architecture to nudge the distracted participant, there is little motivation for her to integrate additional information channels into the way she assimilates information and there is no framework for her to share that information with the event community.
  • gently nudging attention instead of commanding it,
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      reminds me of John Seely Brown
  • When backchannels are successfully implemented, the parameters of the lecturer’s work must, in turn, expand to take account of the user practices that are part of the overall composition of the event.
  • transforming what is typically referred to as backchannels into channels of parallel discourse that amplify audience participation.
  • n 2007, two thirds of U.S. college classrooms were wireless [CCS 2007]. However, the pedagogical need to design the sort of communication made possible by that access is routinely ignored.
  • This physical set-up provided a good context for introducing digital backchannels. We built a tool that aggregated feeds from Delicious, the social bookmarking site, and Flickr, the photo sharing site; it also included a video feed, a space in Second Life and an open source question tool called backchan.nl (http://backchan.nl) [Harry et al. 2008]. When the symposium started, we announced that these features were available and we invited everybody’s participation. Throughout the day, we periodically projected various feeds onto the secondary screen and the live moderator referenced questions and discussions that were taking place online.
  • There is significant research on how computers and networks facilitate collaboration ([Billinghurst et al. 2007]; [Liang et al. 2005]; [Page et al. 2005]; [Billinghurst and Hirokazu 2002], but little has been written about how the practices associated with these technologies transform the presentation, assimilation and dissemination of knowledge within large educational spaces.
  • We do acknowledge, however, that more channels do not necessarily equal richer communication.
  • providing these channels crippled the participatory capabilities of those without laptops, making the un-connected participant feel left out of the conversation.
  • The successful choreography of attention, therefore, considers how architectural space, digital channels and screens combine to produce a situation that is inclusive and expansive.
  • During our symposium, we could have taken several measures to mitigate user fatigue or unproductive distraction. By providing more onscreen prompts to help participants find the designated tools we could have reduced barriers to participation.
  • One of the challenges we confronted early on was the integration of proximate and remote audiences.
  • he Second Life audience had no access to the live audience.
  • those attending virtually had the most forward-focused attentional experience of the event.
  • Another element that fell short in our experiment was the frequency with which the moderator addressed the backchannel conversations.
  • raditional structures of attention should not simply be protected or rejected; they should be negotiated. Along with tables and chairs, wifi accessibility and data projection, the twenty-first century education environment has to design the frameworks of attention into its four walls.
  • Bauerlein 2007 Bauerlein, Mark. 2007. The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30). New York: Penguin Books.
  • Billinghurst and Hirokazu 2002 Billinghurst, Mark, and Kato Hirokazu. 2002. "Collaborative Augmented Reality". Communications of the ACM 45 (7):64-70.
  • Billinghurst et al. 2007 Billinghurst, Mark, S. Hayes, A. Gupta, Y. Sannohe, H. Kato, and K. Kiyokawa. 2007. "Communication Behaviors of Co-Located Users in Collaborative AR Interfaces". Paper read at International Symposium on Mixed and Augmented Reality, at Darmstadt, Germany.
  • Lanham 1997 Lanham, Richard. 1997. "A Computer-Based Harvard Red Book: General Education in the Digital Age". In Gateways to Knowledge: The Role of Academic Libraries in Teaching, Learning and Research, edited by L. Dowler. Cambridge, MA: MIT Press.
  • Lanham 2006 Lanham, Richard. 2006. The Economics of Attention: Style and Substance in the Age of Information. Chicago: University of Chicago Press.
  • Liang et al. 2005 Liang, J., T. Liu, H. Wang, B. Chang, Y. Deng, and J. Yang. 2005. "A Few Design Perspectives on One-on-one Digital Classroom Environment". "Journal of Computer Assisted Learning" 21 (3):181-189.
  • Meyrowitz 1985 Meyrowitz, Joshua. 1985. No Sense of Place: The Impact of Electronic Media on Social Behavior. New York: Oxford University Press.
  • Page et al. 2005 Page, K., D. Michaelides, D. D. Roure, N. Shadbolt, C. Yun-Heh, and J. Dalton. 2005. Collaboration in the Semantic Grid: A Basis for e-learning. Applied Artificial Intelligence 19 (9/10):881-904.
  • Thaler and Sunstein 2008a Thaler, Richard, and Cass Sunstein. 2008. Nudge: Improving Decisions About Health, Wealth, and Happiness. New Haven: Yale University Press.
  • Rebecca Davis on 01 Mar 11
     
    Good examination of the role of the backchannel in a public lecture and the economy of attention.
Deanya Lattimore

Twitter dot EDU - 0 views

docs.google.com/Doc

conference online-discussion twitter higher-ed college

shared by Deanya Lattimore on 17 Jul 09 - No Cached
  • Deanya Lattimore on 17 Jul 09
     
    Using Twitter in Higher Education, presented by the Teaching, Learning, and Technology Group (TLT Group). FridayLive conference resources.
Rebecca Davis

50 Terrific Twitter Tutorials for Teachers | Online Colleges - 0 views

www.onlinecolleges.net/...twitter-tutorials-for-teachers

Twitter Tutorials

shared by Rebecca Davis on 25 Sep 09 - Cached
  • Rebecca Davis on 25 Sep 09
     
    yet another index of twitter stuff, but I think there are ideas and examples, too
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