Robert Thomas's List: 2.5 Research

Online Etiquette

FACT #1: Online Etiquette differs from other technology

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Different types of technology require different forms of etiquette. Text messaging via a mobile phone is different from instant messaging and worlds apart from the asynchronous experience of email. A short abrupt comment
that is acceptable in instant messaging may not be in email where some people expect to be addressed by name. Emotional affordance, syntax, and semantics vary across technology, too.

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This resource is credible because it clearly defines what was otherwise blurry, through case studies and references, how online etiquette differs from other technological etiquette.

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Parents today typically feel ill-equipped to respond to cyberbullying. They may be convinced that they were born a generation too late to relate to current online etiquette or to know what behaviors are appropriate. Many teens, as they try to separate themselves from authority figures, make it their mission to keep their online world-with all its positive and frightening attributes-“their own”.

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Whether a child is a potential victim or bully (or witness/bystander), parents need to remind him/her about family values regarding friendship and respect for self and others; these values apply whether you are dealing with in-person or online relationships. Helping children to have successful, safe online relationships and offering guidance and appropriate oversight, is a
safety net that can prevent or mitigate cyberbullying. In other words, provide structure.

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This resource is credible because the relevant content brings to light (by way of step-by-step guides) the serious fact that online etiquette is something we all (Digital Natives and Immigrants) need to learn.

Online Etiquette

FACT #2: Improper Etiquette could be costly for many

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we define cyber incivility as communicative behavior that are exhibited in the context of email interactions and that violate workplace norms for mutual respect. Although the intent to harm may be ambiguous, the spillover effect of an uncivil interpersonal workplace encounter on others as well as the organization should not be underestimated. Because of its lack of social
and contextual cues, negative online interactions are likely to generate a stronger adverse effect on victims compared to traditional face-to-face or telephone encounters as individuals lack the opportunity to seek immediate clarification or obtain dynamic feedback.

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This resource is credible because of its relevant content. The references are accurate and extensive as the author educates the reader on the fact that online etiquette is harmful for any involved, directly or indirectly.

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The improper use of e-mail creates for employers an array of legal problems because of three typical e-mail-system features: broadcasting capabilities, perpetual retention, and susceptibility to abuse. These features can give rise to such legal concerns and challenges as; preserving the confidentiality of company information, dealing with e-mails' admissibility into court and their storage during litigation, protecting the company from liability for employees' misuse of e-mail, and handling employee-privacy claims

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This resource is credible because of the factual truth spoken of citing numerous references as it pertains to online (email) etiquette.

Internet Collaboration

FACT #3: Opens new doors to learning

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Today’s archivists face the challenge of identifying, organizing, providing intellectual access to, and preserving traditional physical media: paper, tape, vinyl disc, and film-based documents. In addition they must do the same for a growing variety of electronic media including word-processing formats, relational databases, digitally produced audio materials, still images, video formats, electronic mail, and all manner of personal expression formats on the world wide web.

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Obviously a lone faculty member has neither the expertise nor the time to address all the core issues that will make a well-educated new archivist.

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This resource is credible because the content paints a clear picture and then proves, through factual information and references, the benefit to millions of Internet Collaboration.

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Modern science is increasingly collaborative, geographically dispersed, and dependent on new technologies. Collaboratories,
e-Science, cyberscience, and cyberinfrastructure are just a few of the
multitude of terms (reviewed in chap. 2) that attempt to capture the new
phenomena.

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Although distant scientific collaboration is becoming common, its success is not automatic; many collaborations fail.

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This resource is credible because of it's unbiased content and references which speak to educate on the need of more internet collaborations in the halls of science.

Web Based Tools

FACT #4: A Way of Life

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In the past 10 years the Internet has become widely used as a source of information. It also appears that the search engine is increasingly where Internet users turn to first. A study undertaken by the Pew Internet and American Life Project in 2007 (Wells, 2008) found that almost 60% of respondents would consult the Internet when they needed to address problems.

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This resource is credible because of it's in depth case studies utilized to prove that the context of web based tools (search engines) is and has become a way of life.

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Academic search engine optimization (ASEO) is the creation, publication, and modification of scholarly literature in a way that makes it easier for academic search engines to both crawl it and index it.

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This resource is credible because it proves, through factual studies and references, that the need of web based tools such as Academic Search Engine Optimization (ASEO) is not just in normal life but academic life as well.

Media Literacy

FACT #5: A necessity for our academic and social future

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Critical Media Literacy encourages individuals to promote critical thinking, apply analytical tools to media practices, examine connections among media, self, and others, and understand issues of power and the media's role in the constitution of identities (Buckingham, 1998; Lewis & Jhally, 1998)

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This resource is credible because of its fascinating research based content on the debatable idea that media literacy be implemented in academics for the benefit of our future.

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With a wide array of available designs at their disposal, today’s media producers are packaging messages in ways that are often visually stunning and highly appealing to a target audience. As conventional lines are increasingly blurred through the mashing of
genres—advertisements that double as music videos, for example—the value of critical approaches that help students better understand the careful construction of
media messages cannot be underestimated.

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This resource is credible because it destroys any notion through studies and citing references that media literacy is not a necessary part of our future.