This link has been bookmarked by 40 people . It was first bookmarked on 16 May 2008, by Robyn Jay.
-
02 Apr 12
-
29 Mar 12
Bill CampbellIncludes suggestions to teachers about helping students deal with social networking
-
those who believe that it is essential to understand and embrace the new social technologies so as to guide youth through the murky waters that they present
-
this feature allows participants to articulate their imagined audience - or who they see as being a part of their world within the site
-
Public spaces have many purposes in social life - they allow people to make sense of the social norms that regulate society, they let people learn to express themselves and learn from the reactions of others, and they let people make certain acts or expressions ‘real’ by having witnesses acknowledge them (Arendt 1998). Social network sites are yet another form of public space.
-
the mediated publics have four properties that are quite unique to them.
-
Persistence
-
Searchability
-
Replicability
-
Invisible audiences
-
Just like journalists, participants in social network sites imagine their audience and speak according to the norms they perceive to be generally accepted
-
teenagers are just shooting the breeze, showing off, and just plain hanging out amongst the people they call friends. The ephemeral speech that would be acceptable in any unmediated public with a homogenous audience is not nearly so well-received in a mediated public with variable audiences
-
The Internet lacks walls. Conversations spread and contexts collapse. Technical solutions are unlikely to provide reprieve from this because every digital wall built has been destroyed by the new technologies.
-
This is why most participants in networked publics live by ‘security through obscurity’, where they assume that as long as no one cares about them, no one will come knocking.
-
Just because it’s possible to get access to information, is it always OK to do so
-
It is critical for educators to understand how mediated publics are shifting the lives of youth. There are very good reasons why youth use them and encouraging them to return to traditional socialisation structures is simply not feasible
-
1. Recognise that youth want to hang out with their friends in youth space.
-
Learning social norms, status structures, and how to negotiate relationships of all types is crucial to teens. While most adults take these skills for granted, they are heavily developed during those teen years
-
Right now, the primary public space that allows teens to gather is online.
-
Much of what they’re doing resembles what you did when you hung out with your friends.
-
2. The Internet mirrors and magnifies all aspects of social life.
-
When a teen is engaged in risky behaviour online, that is typically a sign that they’re engaged in risky behaviour offline
-
3. Questions abound. There are no truths, only conversations.
-
educators are well positioned to directly engage youth about their networked practices. They can posit moral conundrums, show how mediated publics differ from unmediated ones, invite youth to consider the potential consequences of their actions, and otherwise educate through conversation
-
Mediated publics are here to stay; yet they are complicating many aspects of daily life. The role of an educator is not to condemn or dismiss youth practices, but to help youth understand how their practices fit into a broader societal context.
-
-
10 Jan 11
-
16 Dec 10
-
Some teens work to hide their profiles by providing false names, age, and location.
-
-
04 Dec 10
Patrick Danielsboyd, danah. 2007. “Social Network Sites: Public, Private, or What?” Knowledge Tree 13, May.
social_networking DanahBoyd privacy young_people research ch2 part3
-
01 Nov 10
-
In communities around the world, teenagers are joining social network sites (SNSes) like MySpace, Facebook and Bebo. Once logged into these systems, participants are asked to create a profile to represent themselves digitally. Using text, images, video, audio, links, quizzes, and surveys, teens generate a profile that expresses how they see themselves. These profiles are sewn together into a large web through ‘Friends’ lists. Participants can mark other users as ‘Friends’. If that other person agrees with the relationship assertion, a photo of each is displayed on the profile of the other. Through careful selection, participants develop a ‘Friends’ list.
-
Persistence
-
Searchability
-
Replicability
-
Invisible audiences
-
-
09 Oct 10
-
Social network sites (SNSes) like MySpace, Facebook, and Bebo are ubiquitous and today’s youth are spending a great deal of time using these sites to access public life. How is public life shaped by social technology? How are the properties of mediated publics, like social network sites, different from unmediated publics? This article seeks to explore the social dynamics of mediated public life in order to help educators understand their role in socialising today’s youth.
-
-
03 Oct 10
-
08 Sep 10
-
21 Aug 10
-
09 Jul 10
-
17 Mar 10
Samoncio MSocial network sites (SNSes) like MySpace, Facebook, and Bebo are ubiquitous and today’s youth are spending a great deal of time using these sites to access public life. How is public life shaped by social technology? How are the properties of mediated publics, like social network sites, different from unmediated publics? This article seeks to explore the social dynamics of mediated public life in order to help educators understand their role in socialising today’s youth.
-
Social Network Sites: Public, Private, or What?
-
The collection of ‘Friends’ is not simply a list of close ties (or what we would normally call ‘friends’). Instead, this feature allows participants to articulate their imagined audience - or who they see as being a part of their world within the site.
-
The collection of ‘Friends’ is not simply a list of close ties (or what we would normally call ‘friends’). Instead, this feature allows participants to articulate their imagined audience - or who they see as being a part of their world within the site. While SNSes have millions of users, most participants only care about a handful of them. Who they care about is typically represented by the list of Friends
-
An Educator’s Role
So, what’s an educator to do? More than most, educators are well positioned to directly engage youth about their networked practices. They can posit moral conundrums, show how mediated publics differ from unmediated ones, invite youth to consider the potential consequences of their actions, and otherwise educate through conversation instead of the assertion of power
-
Finally, there are some practical steps that educators can take to prepare themselves for interacting with all students.
1) Create a profile on whatever sites are popular in your school. Learn the system and make a profile that represents you. Use your own profile and your own experiences to introduce conversations in the classroom – this way they will know that you are online and that you too find it weird figuring out what’s appropriate.
2) Keep your profile public and responsible, but not lame. Add your favourite song; add photos of your cat playing; write about your hobbies. Put blog entries up about these issues and your own experiences in handling them. Write them as personal reflections rather than lectures. Not all students are going to read your manifestos, but you will be setting a standard.
3) Do not go surfing for your students, but if they invite you to be Friends, say yes. This is a sign that they respect you. Write a kind comment back to them if appropriate and make certain to respond to comments that you receive. If something concerns you, privately ask why they chose to put a particular item up on their page, rather than criticise their profiles. Ask about their lives; don’t demand that they behave as you’d wish. Show that you care, not that you dictate.
4) The more present you are, the more opportunity you have to influence the norms. Social network sites are not classrooms and they should not be treated as such. The goal in being present on these sites is not to enforce rules, but to provide responsible models and simply be ‘eyes on the street’ (Jacobs 1961).
-
-
09 Feb 10
-
07 Feb 10
monica arestadanah boyd (2007). about social network sites, privacy
-
What it means to be public or private is quickly changing before our eyes and we lack the language, social norms, and structures to handle it.
-
Slowly, a third group of educators is emerging - those who believe that it is essential to understand and embrace the new social technologies so as to guide youth through the murky waters that they present.
-
Educators have a very powerful role to play in helping smooth the cultural transition that is taking place
-
Using text, images, video, audio, links, quizzes, and surveys, teens generate a profile that expresses how they see themselves
-
a public commenting feature
-
These three features - profiles, Friends lists, and comments - comprise the primary structure of all social network sites, although individual sites provide additional features for further engagement.
-
In some senses, mediated publics are similar to the unmediated publics with which most people are familiar - parks, malls, parking lots, cafes, etc.
-
Public spaces have many purposes in social life - they allow people to make sense of the social norms that regulate society, they let people learn to express themselves and learn from the reactions of others, and they let people make certain acts or expressions ‘real’ by having witnesses acknowledge them (Arendt 1998). Social network sites are yet another form of public space. Yet, while mediated and unmediated publics play similar roles in people’s lives, the mediated publics have four properties that are quite unique to them.
-
At a first pass, it’s challenging to interpret context in a mediated space.
-
The lack of context is precisely why the imagined audience of Friends is key
-
Just like journalists, participants in social network sites imagine their audience and speak according to the norms they perceive to be generally accepted. The difference is that journalists are trying to carefully craft a message to energise a targeted audience, while teenagers are just shooting the breeze, showing off, and just plain hanging out amongst the people they call friends. The ephemeral speech that would be acceptable in any unmediated public with a homogenous audience is not nearly so well-received in a mediated public with variable audiences.
-
The Internet lacks walls. Conversations spread and contexts collapse.
-
This dilemma introduces another complication of how public life has changed. Just because it’s possible to get access to information, is it always OK to do so
-
When asked, all youth know that anyone could access their profiles online. Yet, the most common response I receive is “…but why would they?
-
While most of this is taking place through text right now, video is increasing daily. Video is not currently searchable, but technology will advance, making it possible to determine who was in what footage. These systems will also go mobile the moment someone figures out how to break through the mobile carrier roadblock. When things go mobile, location based information will add a new dimension to the hyperpublic infrastructure.
-
Although most adults wish that formal education was the number one priority of youth, this is rarely the case. Most youth are far more concerned with connecting with their friends.
-
2) Keep your profile public and responsible, but not lam
-
Mediated publics are here to stay; yet they are complicating many aspects of daily life. The role of an educator is not to condemn or dismiss youth practices, but to help youth understand how their practices fit into a broader societal context. These are exciting times; embracing societal change and influencing the norms can only help everyone involved.
-
-
24 Nov 09
-
11 Nov 09
-
11 Oct 09
Dave TrussSocial network sites (SNSes) like MySpace, Facebook, and Bebo are ubiquitous and today’s youth are spending a great deal of time using these sites to access public life. How is public life shaped by social technology? How are the properties of mediated publics, like social network sites, different from unmediated publics? This article seeks to explore the social dynamics of mediated public life in order to help educators understand their role in socialising today’s youth.
-
2. The Internet mirrors and magnifies all aspects of social life.
When a teen is engaged in risky behaviour online, that is typically a sign that they’re engaged in risky behaviour offline. Troubled teens reveal their troubles online both explicitly and implicitly. It is not the online world that is making them troubled, but it is a fantastic opportunity for intervention. What would it mean to have digital street outreach where people started reaching out to troubled teens, not to punish them, but to help them? We already do street outreach in cities - why not treat the networked world as one large city? Imagine having college students troll the profiles of teens in their area in order to help troubled kids, just as they wander the physical streets. Too often we blame technology for what it reveals, but destroying or regulating the technology will not solve the underlying problems that are made visible through mediated publics like social network sites.
-
-
01 Jun 09
-
09 May 09
-
24 Apr 09
Ira SocolSocial Network Sites: Public, Private, or What?
Abstract
Social network sites (SNSes) like MySpace, Facebook, and Bebo are ubiquitous and today’s youth are spending a great deal of time using these sites to access public life. How is public life shaped by social technology? How are the properties of mediated publics, like social network sites, different from unmediated publics? This article seeks to explore the social dynamics of mediated public life in order to help educators understand their role in socialising today’s youth.
The Challenge
It is difficult to define ‘public’ or ‘private’ without referring to the other. Often, especially in tech circles, these terms are seen as two peas in a binary pod. More flexible definitions allow the two terms to sit at opposite ends of an axis, giving us the ability to judge just how public or how private a particular event or place is. Unfortunately, even this scale is ill equipped to handle the disruption of mediating technology. What it means to be public or private is quickly changing before our eyes and we lack the language, social norms, and structures to handle it.
Today’s teenagers are being socialised into a society complicated by shifts in the public and private. New social technologies have altered the underlying architectures of social interaction and information distribution. They are embracing this change, albeit often with the clumsy candour of an elephant in a china shop. Meanwhile, most adults are panicking. They do not understand the shifts that are taking place and, regardless, they don’t like what they’re seeing.
This leaves educators in a peculiar bind. More conservative educators view social technologies as a product of the devil, bound to do nothing but corrupt and destroy today’s youth. Utterly confused, the vast majority of educators are playing ostrich, burying their heads in the sand and hoping that the moral panics and chaos that surround the social technologies will just disappear. Slowly, a third group of educators is emerging - those who b -
23 Mar 09
-
03 Jan 09
-
17 Dec 08
-
15 Oct 08
-
14 Oct 08
-
13 Aug 08
-
24 Jun 08
Triangle ProgramPersistence. What you say sticks around. This is great for asynchronous communication, but it also means that what you said at 15 is still accessible when you are 30 and have purportedly outgrown those childish days.
socialnetworking socialnetworks privacy reputation public danahboyd students research web
-
Persistence. What you say sticks around. This is great for asynchronous communication, but it also means that what you said at 15 is still accessible when you are 30 and have purportedly outgrown those childish days.
socialnetwork socialnetworking socialnetworks youth students research reputation public privacy danahboyd for:mcbridecourses
-
27 May 08
-
20 May 08
Fernando Sartículo de dana b. boyd
socialnetworking socialnetworks redes_sociales privacidad cambios private
-
27 Aug 07
-
30 May 07
-
26 May 07
-
14 May 07
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.