Today's teens are still more interested in their friends than their lessons. They're still resistant to power and authority at variable levels. They still gossip, bully, flirt, joke around, and hang out. The underlying dynamics are fairly consistent. That said, technology is inflecting these practices in unique ways. And my goal here today is to talk about these inflection points.
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shared by Deanya Lattimore on 11 Apr 09
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Older Adolescents' Motivations for SNS - CyberPsychology & Behavior - 12(2):209 - 0 views
www.liebertonline.com/...cpb.2008.0228
motivation adolescent social-network network networking social-network-sites
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"Living and Learning with Social Media" - 0 views
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They use these sites to connect to people that they already know from school, church, activities, summer camp, etc.
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One of the most problematic mistakes adults make when trying to make sense of social network sites is to presume that kids interact on these sites just like they do
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we are having to present ourselves and communicate without fully understanding the potential or actual audience
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Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
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Teens who use MySpace can't communicate with those on Facebook and vice-versa. So if you don't participate, you're written out of the story. This means that divisions are re-inforced. Forget all of the rhetoric about how the Internet is the great equalizer - it's the great reproducer of inequality.
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For all of the attention paid to "digital natives" it's important to realize that most teens are engaging with social media without any deep understanding of the underlying dynamics or structure. Just because they understand how to use the technology doesn't mean that they understand the information ecology that surrounds it. Most teens don't have the scaffolding for thinking about their information practices.
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shared by Deanya Lattimore on 30 Mar 09
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Journal of Computer-Mediated Communication 14.2 - 0 views
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JCMC Facebook digital_divide politics internet games gaming copyright multihop social_network social_networking network eWOM WOM ratemyprofessors learning Chinese web_design bowling game
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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
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DHQ: Digital Humanities Quarterly: Designing Choreographies for the New Economy of Atte... - 0 views
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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.
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the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
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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"?
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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.
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his comes into clear relief in the context of formal education.
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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.
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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.
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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).
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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
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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
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controlled distraction enables participants to experience richer, multimodal relations without wandering outside the space(s) of the event.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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when network spaces are left unplanned, they add complexity without encouraging focus, dissemination without articulating message. User attention needs our attention.
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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.
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gently nudging attention instead of commanding it,
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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.
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transforming what is typically referred to as backchannels into channels of parallel discourse that amplify audience participation.
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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.
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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.
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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.
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providing these channels crippled the participatory capabilities of those without laptops, making the un-connected participant feel left out of the conversation.
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The successful choreography of attention, therefore, considers how architectural space, digital channels and screens combine to produce a situation that is inclusive and expansive.
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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.
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Another element that fell short in our experiment was the frequency with which the moderator addressed the backchannel conversations.
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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.
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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.
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Billinghurst and Hirokazu 2002 Billinghurst, Mark, and Kato Hirokazu. 2002. "Collaborative Augmented Reality". Communications of the ACM 45 (7):64-70.
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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.
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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.
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Lanham 2006 Lanham, Richard. 2006. The Economics of Attention: Style and Substance in the Age of Information. Chicago: University of Chicago Press.
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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.
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Meyrowitz 1985 Meyrowitz, Joshua. 1985. No Sense of Place: The Impact of Electronic Media on Social Behavior. New York: Oxford University Press.
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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.
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Thaler and Sunstein 2008a Thaler, Richard, and Cass Sunstein. 2008. Nudge: Improving Decisions About Health, Wealth, and Happiness. New Haven: Yale University Press.
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'Flocking' behavior lands on social networking sites - USATODAY.com - 0 views
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He's also troubled because he says educators are shortchanging kids by not warning them about the potential dangers, including Facebook addiction
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I analyzed my (Twitter) followers and was amazed at what you can find out about me and who my networks are with. You can't escape your past. That's a real danger of social networking sites," he says.
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Study Finds No Link Between Social-Networking Sites and Academic Performance - Wired Ca... - 2 views
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Researchers at Northwestern University found no connection between time spent on social-networking sites and academic performance. The study, the results of which appear in the latest issue of Information, Communication & Society, included responses from approximately 1,000 first-year students at the University of Illinois at Chicago.
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