"Living and Learning with Social Media" - The Diigo Meta page

• 27 Nov 09
  

  Allison Kipta

  "Citation: boyd, danah. 2009. "Living and Learning with Social Media." Penn State Symposium for Teaching and Learning with Technology. State College, PA: April 18."

  boyd.danah socialmedia

• 11 Nov 09
  

  brian edgar
  • Anastasia (17, New York): "My school is divided into the 'honors kids,' (I think that is self-explanatory), the 'good not-so-honors kids,' 'wangstas,' (they pretend to be tough and black but when you live in a suburb in Westchester you can't claim much hood), the 'latinos/hispanics,' (they tend to band together even though they could fit into any other groups) and the 'emo kids' (whose lives are allllllways filled with woe). We were all in MySpace with our own little social networks but when Facebook opened its doors to high schoolers, guess who moved and guess who stayed behind... The first two groups were the first to go and then the 'wangstas' split with half of them on Facebook and the rest on MySpace... I shifted with the rest of my school to Facebook and it became the place where the 'honors kids' got together and discussed how they were procrastinating over their next AP English essay."
    
    

    Craig (17, California): "The higher castes of high school moved to Facebook. It was more cultured, and less cheesy. The lower class usually were content to stick to MySpace. Any high school student who has a Facebook will tell you that MySpace users are more likely to be barely educated and obnoxious. Like Peet's is more cultured than Starbucks, and Jazz is more cultured than bubblegum pop, and like Macs are more cultured than PC's, Facebook is of a cooler caliber than MySpace."

• 29 Jul 09
  

  Helen Wybrants
• 28 Jul 09
  

  Christy Tucker

  danah boyd on implications of social media for education, focusing on teens

  socialmedia socialnetworking education

  • Youth engage with others to work out boundaries, to understand norms. This is how they learn power and authority, how they learn the networked architecture of everyday life. It's easy to eschew this, to argue that this is irrelevant, but most people spend a decent amount of their time working through social issues as a part of being an adult in this society. We talk about it as "politics" usually but it's about people. And teen years are where this is worked out.
  • Since we're using social network sites as a case study, let me point out one of the places where they FAIL miserably. On social network sites, you have to publicly list your Friends and you have to have the functioning network to leverage it. What happens if you're an outcast at school? Does bringing it into the classroom make it worse? What happens if you're forced to Friend someone who torments you because you share a class? And then you have to face that person in your "private" space online as well? Bringing social network sites into the classroom can be very very tricky because you have to contend with social factors that you, as a teacher, may not be aware of.
  • 2 more annotations...
  • • It's critical to realize that just because young folks pick up a technology before you do doesn't inherently mean that they understand it better than you do. Or that they have a way of putting it into context. What they're doing is not inherently more sophisticated – it's simply different. They're coming of age in a culture where these structures are just a given. They take them for granted. And they repurpose them to meet their needs. But they don't necessarily think about them.
    • Educators have a critical role when it comes to helping youth navigate social media. You can help them understand how to make sense of what they're seeing. We can call this "media literacy" or "digital literacy" or simply learning to live in a modern society. Youth need to know more than just how to use the tools - they need to understand the structures around them.
• 18 Jul 09
  

  a h

  Transcript from a session discussing youth and social media. Connections between social networking and learning.

  danahboyd socialmedia Facebook socialnetworking youth education web2.0 social networking

• 09 Jul 09
  

  Lisa M Lane

  Teens are not familiar with RSS feed readers or aggregators like Del.icio.us.

  research

• 

  Sara Kajder

  Includes features of social networking sites alongside discussion of properties of the networks/networked publics

  socialmedia danahboyd youth

  • Social network site profiles are where youth write themselves into being
  • One way of thinking about Friends is as intended audience. This is who teens think that they are hanging out with
  • 8 more annotations...
  • • All of this is a process of social grooming. It's a way of acknowledging one another and connecting while also letting everyone in the room know that you're not a pariah
    • Persistence. What you say sticks around
    • Replicability. You can copy and paste a conversation from one medium to another, adding to the persistent nature of it
    • Searchability
    • Search changes the landscape, making information available at our fingertips
    • Scalability
    • Social media scales things in new way
    • (de)locatability
• 24 Jun 09
  

  Sheri Trapp-Cordova

  socialmedia education youth Facebook

• 23 Jun 09
  

  Nicole Kukral
  • Social network sites are not like email where it doesn't matter if you're on Hotmail or Yahoo. 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.
  • More importantly, I've listened as many of you have talked about doing things on Facebook because "everyone" is on Facebook. What about those who aren't? What happens to students who enter this university only ever having known MySpace? Are there differences in skills that need to be taken into account? What about familiarity and networks? What happens at school when everyone has been using Facebook for years except you?
  • 4 more annotations...
  • • More problematically, I've heard many of you talk about using Facebook directly in the classroom. And I've heard you talk about recruiting through Facebook. What kinds of assumptions are you making? Are you aware of these issues?
    • But I want to make one thing clear... Just because youth are using social media doesn't mean that it can fit well into the classroom. It needs to be thought through pedagogically and y'all need to understand how it's being used in everyday life before bringing it into the classroom.
    • Since we're using social network sites as a case study, let me point out one of the places where they FAIL miserably. On social network sites, you have to publicly list your Friends and you have to have the functioning network to leverage it. What happens if you're an outcast at school? Does bringing it into the classroom make it worse? What happens if you're forced to Friend someone who torments you because you share a class? And then you have to face that person in your "private" space online as well? Bringing social network sites into the classroom can be very very tricky because you have to contend with social factors that you, as a teacher, may not be aware of.
    • It's critical to realize that just because young folks pick up a technology before you do doesn't inherently mean that they understand it better than you do. Or that they have a way of putting it into context. What they're doing is not inherently more sophisticated – it's simply different. They're coming of age in a culture where these structures are just a given. They take them for granted. And they repurpose them to meet their needs. But they don't necessarily think about them.
• 07 Jun 09
  

  Martin Lindner

  "Living and Learning with Social Media"
  danah boyd

  hackbild_subject hackbild_star5 hackbild deli

• 31 May 09
  

  Dave Truss

  Citation: boyd, danah. 2009. "Living and Learning with Social Media." Penn State Symposium for Teaching and Learning with Technology. State College, PA: April 18.
  There are four features of social network sites that are relevant for us here today:
  
  1. Profiles.
  2. Friends
  3. Comments
  4. News Feed
  

  socialmedia newliteracy

• 30 May 09
  

  adolfo arrieta

  web2.0

• 

  Terri Lessard

  articles elearning

• 25 May 09
  

  Elyse Eidman-Aadahl
• 20 May 09
  

  Alice Barr

  "Living and Learning with Social Media"
  
  danah boyd
  Symposium for Teaching and Learning with Technology
  Penn State: State College, PA
  18 April 2009
  
  [This is a rough unedited crib of the actual talk]
  
  Citation: boyd, danah. 2009. "Living and Learning with Social Media." Penn State Symposium for Teaching and Learning with Technology. State College, PA: April 18.
  
  

  danahboyd socialmedia socialnetworking readings

• 

  Josh Warpenburg

  • 1. Invisible Audiences. We are used to being able to assess the people around us when we're speaking. We adjust what we're saying to account for the audience. Social media introduces all sorts of invisible audiences. There are lurkers who are present at the moment but whom we cannot see, but there are also visitors who access our content at a later date or in a different environment than where we first produced them. As a result, we are having to present ourselves and communicate without fully understanding the potential or actual audience. The potential invisible audiences can be stifling. Of course, there's plenty of room to put your head in the sand and pretend like those people don't really exist.

    
    

    2. Collapsed Contexts. Connected to this is the collapsing of contexts. In choosing what to say when, we account for both the audience and the context more generally. Some behaviors are appropriate in one context but not another, in front of one audience but not others. 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.

    
    

    3. Blurring of Public and Private. Finally, there's the blurring of public and private. These distinctions are normally structured around audience and context with certain places or conversations being "public" or "private." These distinctions are much harder to manage when you have to contend with the shifts in how the environment is organized.

    
    

    I want to take a moment to drill down in on this last one because I think it's important and confusing. All too often, we hear statements about how privacy is dead. This is patently untrue. Consider this quote:

    
    

    Bly Lauritano-Werner (17, Maine): My mom always uses the excuse about the internet being 'public' when she defends herself. It's not like I do anything to be ashamed of, but a girl needs her privacy. I do online journals so I can communicate with my friends. Not so my mother could catch up on the latest gossip of my life.

    
    

    Bly is pointing out that the tensions between public and private are messy. More than anything, she's highlight how they're about control. That's key. Remember that youth see privacy in terms of control - control of space, control of information, control of trust.

• 13 May 09
  

  Robyn Jay

  danahboyd socialmedia Facebook youth education

• 09 May 09
  

  Alisa Trais

  danahboyd

• 05 May 09
  

  Rebecca Davis

  socialmedia Facebook youth danahboyd

  • 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.
  • They use these sites to connect to people that they already know from school, church, activities, summer camp, etc.
  • 37 more annotations...
  • • 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
    • Teens are using this space as a social hangout with their pre-existing network.
    • Profiles
    • Think of the profile as a digital body
    • This is about showing off to known individuals
    • self-expression for friends
    • Friends
    • it's socially rude not to
    • Friends is as intended audience
    • Comments
    • process of social grooming
    • Teens know how to have deeper conversations - this just isn't where those necessarily happen.
    • New Feed
    • according to Pew, the median age of the Twitterverse is 31
    • social pressure to be where your friends are
    • How are these environments similar or different to other public spaces?
    • What you say sticks around
    • Persistence
    • Replicability
    • crux of rumor-spreading
    • bullying
    • Searchability
    • when trying to avoid those who hold power over you, it may be less than ideal
    • spiral out of control
    • Scalability
    • (de)locatability
    • simultaneously more and less connected to physical space
    • implications have to do with the ways in which they alter social dynamics
    • Invisible Audiences
    • lurkers
    • we are having to present ourselves and communicate without fully understanding the potential or actual audience
    • Collapsed Contexts
    • 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.
    • Blurring of Public and Private.
    • youth see privacy in terms of control - control of space, control of information, control of trust
    • reproduction of socio-economic status and class divisions in digital worlds.
    • 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.
• 04 May 09
  

  Shea Smith

  education web2.0 socialnetworking danahboyd socialmedia

• 01 May 09
  

  Howard Rheingold

  There are four features of social network sites that are relevant for us here today:
  
  

  digital_natives literacy networks social_networks privacy

  • There are four features of social network sites that are relevant for us here today:

    
    

  • Profiles. Social network site profiles are where youth write themselves into being.
  • 27 more annotations...
  • • Friends. Social network site Friends are not the same as your closest and dearest.
    • Comments. Most adults look at the comments on teens' profiles or Wall and get all uppity.
    • New Feed. When Facebook launched the News Feed (and MySpace copied it), microblogging emerged on social network sites.
    • there's social pressure to be where your friends are. This ain't new. It's about the mall, about the school dance, etc. You don't exist if you're not where your friends are.
    • Of course, just because teens want to gather with their friends doesn't mean that social network sites are the ideal place. Often, being offline together with friends is much more preferred.
    • But they still have good reasons for getting together online with friends, not the least of which is because they aren't allowed out. Teens often turn to them because they don't have other spaces in which they can gather with peers.
    • There are five properties and four dynamics that you need to keep in the back of your head for thinking about these types of publics.
    • 1. Persistence. What you say sticks around.
    • 2. Replicability. You can copy and paste a conversation from one medium to another, adding to the persistent nature of it
    • 3. Searchability. My mother would've loved to scream search into the air and figure out where I'd run off with friends. She couldn't; I'm quite thankful. But with social media, it's quite easy to track someone down or to find someone
    • 4. Scalability. Social media scales things in new ways. Conversations that were intended for just a friend or two might spiral out of control and scale to the entire school or, if it is especially embarrassing, the whole world.
    • . (de)locatability. With the mobile, you are dislocated from any particular point in space, but at the same time, location-based technologies make location much more relevant.
    • Let's look at three different dynamics that have been reconfigured as a result of social media.
    • We are used to being able to assess the people around us when we're speaking.
    • 1. Invisible Audiences.
    • 2. Collapsed Contexts.
    • Connected to this is the collapsing of contexts. In choosing what to say when, we account for both the audience and the context more generally.
    • 3. Blurring of Public and Private. Finally, there's the blurring of public and private. These distinctions are normally structured around audience and context with certain places or conversations being "public" or "private." These distinctions are much harder to manage when you have to contend with the shifts in how the environment is organized.

    • Bly is pointing out that the tensions between public and private are messy. More than anything, she's highlight how they're about control. That's key. Remember that youth see privacy in terms of control - control of space, control of information, control of trust.

      
      

       

    • he reproduction of socio-economic status and class divisions in digital worlds.
    • his 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.
    • ociality has learning implications. Youth engage with others to work out boundaries, to understand norms. This is how they learn power and authority, how they learn the networked architecture of everyday life.
    • Social media is connecting educators and learners in new ways and this too is extremely important.
    • Just because youth are using social media doesn't mean that it can fit well into the classroom. It needs to be thought through pedagogically and y'all need to understand how it's being used in everyday life before bringing it into the classroom.
    • while adults are increasingly using sophisticated tools to aggregate and disseminate information, youth are predominantly not. Teens are not familiar with RSS feed readers or aggregators like Del.icio.us. Again, just because you use these forms of social media doesn't mean youth do.
    • Many of them are producing their own content without a critical understanding of remix or user-generated content. They're experiencing the blurring between consumption and production but they don't have a framework to make sense of this or to understand how to respond to attacks on their practices.
    • 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.
• 

  Chris Hill

  Friends

  web2.0 media social edpl831

• 28 Apr 09
  

  Heidi Gable

  socialmedia danahboyd

• 

  Cole Camplese

  danahboyd tltsym09

• 

  Page Lennig

  danahboyd socialmedia youth parents

• 27 Apr 09
  

  Alexandre Cabanis

  danahboyd socialmedia youth teens us sociologie usages 04_2009

• 

  Cédric O

  Living and Learning with Social Media

  danahboyd socialmedia Facebook

• 25 Apr 09
  

  Gabriela Grosseck

  Daah Boyd speech about social media and teens

  teens kids youtube socialnetworking twitter

• 

  Derrall Garrison

  id

  danaboyd socialnetworks

• 

  Joe Loong

  Talk by danah boyd at Penn State.

  danahboyd socialmedia Facebook

• 

  Ross a.k.a PI Illios

  danahboyd socialmedia informática_social

• 

  Demetri Orlando

  danahboyd socialmedia facebook

• 

  Sarah Hanawald

  danah boyd. How are teens different?

  ravenscroft danahboyd

• 

  David Bill

  socialmedia danahboyd

• 24 Apr 09
  

  Ben W

  There are about 25 great quotes in this article. You should read this. Really. Like, now.
  
  "Just because youth are using social media doesn't mean that it can fit well into the classroom. It needs to be thought through pedagogically and y'all need to understand how it's being used in everyday life before bringing it into the classroom."

  danahboyd socialnetworking education learning

• 

  Jimmy Breeze
• 

  Ms. Rowley

  Portion of a speech regarding social networks and students.

  web2.0 socialnetworking socialmedia facebook internet_safety youngadult

• 

  Liz Davis

  danah Boyd talk on Social Media

  article socialnetworking danahboyd del

• 23 Apr 09
  

  Tom Krieglstein

  danah boyd covers behavior of mostly teen students online vs offline - integration of social media into education - social media myths.

  socialmedia research danahboyd education behavior MyspacevsFacebook Myspace facebook

• 

  andy fisher
  • Living and Learning with Social Media
  • danah boyd
  • 23 more annotations...
  • • danah boyd
      
      
    • Teens are using this space as a social hangout with their pre-existing network
    • where youth write themselves into being
    • don't care about data accuracy for the system
    • Profile decoration
    • Social network site Friends are not the same as your closest and dearest
    • Teens know how to have deeper conversations - this just isn't where those
      necessarily happen
    • median age of the Twitterverse is 31
    • Persistence
    • Replicability.
    • Searchability
    • Scalability.
    • de)locatability
    • Invisible Audiences
    • Collapsed Contexts
    • Blurring of Public and Private
    • Just because youth are using social media doesn't mean that it can fit well into
      the classroom
    • reshaping information flow
    • while adults are increasingly using sophisticated tools to aggregate and
      disseminate information, youth are predominantly not
    • teens are primarily sharing through IM and their SNS of choice. Or simply by
      word of mouth.
    • Most teens don't have the scaffolding for thinking about their information
      practices
    • just because young folks pick up a technology before you do doesn't inherently
      mean that they understand it better than you do
    • Educators have a critical role when it comes to helping youth navigate social
      media
• 22 Apr 09
  

  Anne Bubnic

  Today's teens are growing up in a world where social media is everywhere. Regardless of whether or not they have access to these technologies or how they engage with them, there is little doubt that social media is playing a significant role in the changing landscape of American youth.\n\nThere are many ways to respond to this shift. The most popular response is panic. Every time a new genre of social media emerges and is adopted en masse by teens, many folks run around screaming that the sky is falling, the sky is falling! Of course, like clockwork, everything calms down once the old fogies begin adopting the technologies that they feared back when they were adopted just by the youngins.

  ad4dcss social media social networking

• 

  Carmen Tschofen

  youth paradigm social media object

  • Of course, while adults are increasingly using sophisticated tools to aggregate and disseminate information, youth are predominantly not. Teens are not familiar with RSS feed readers or aggregators like Del.icio.us. Again, just because you use these forms of social media doesn't mean youth do. For the most part, teens are primarily sharing through IM and their SNS of choice. Or simply by word of mouth.

    
    

    In the same vain, most teens live and breathe open systems like Wikipedia but have no idea how these systems work. They are typically told that Wikipedia is bad rather than being taught how to make sense of the information that is there.

    
    

    Many of them are producing their own content without a critical understanding of remix or user-generated content. They're experiencing the blurring between consumption and production but they don't have a framework to make sense of this or to understand how to respond to attacks on their practices.
    
    

    
    

    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.

    
    

    It's critical to realize that just because young folks pick up a technology before you do doesn't inherently mean that they understand it better than you do. Or that they have a way of putting it into context. What they're doing is not inherently more sophisticated – it's simply different. They're coming of age in a culture where these structures are just a given. They take them for granted. And they repurpose them to meet their needs. But they don't necessarily think about them.

    
    

    Educators have a critical role when it comes to helping youth navigate social media. You can help them understand how to make sense of what they're seeing. We can call this "media literacy" or "digital literacy" or simply learning to live in a modern society. Youth need to know more than just how to use the tools - they need to understand the structures around them.
    
    

    
    

    You need to understand what they're doing and why. Most importantly, you need to not reject what they're doing or fetishize it.

• 

  Neil Alperstein

  Myspace Facebook social media social networking teens Danah Boyd

• 

  Center for Teaching & Learning

  socialnetworking social_media

• 

  eharden1027

  socialmedia socialnetworking education

• 

  Siri Tidemann-Andersen
  • Properties and Dynamics of Networked Publics
  • Remember that youth see privacy in terms of control - control of space, control of information, control of trust.
• 

  L@jost EU project

  social_media learning socialnetworking sns socialearn l@jost

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