Learning in, with and for the Social Web
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Learning in, with and for the Social Web

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Lecture at the Goethe-Institute New York and the MobilityShifts conference, 13th October 2011

Lecture at the Goethe-Institute New York and the MobilityShifts conference, 13th October 2011

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Learning in, with and for the Social Web Learning in, with and for the Social Web Presentation Transcript

  • Learning in, with and for the Social Web
    Dr. Jan-Hinrik Schmidt
    Senior Researcherfor digital interactive mediaand political communication
    New York, 13th October 2011
  • Agenda
    • Starting with… the Digital Natives
    • Social Web… key practices
    • Social Web… changing public sphere
    • Social Web… some consequences
    • Outlook
    Social Web
    Page 2 of 26
  • What if there were no Internet?
    [Statements from focus group discussions in Hamburg and Lingen]
    • „I think I‘d be ok. But if you know that it existed and then it is turned off – I think I‘ll go nuts. [- Why? -] I would miss Youtube-Videos and stuff, they are funny. Or chatting.“ [14 years, female]
    • „I use the Internet for communication a lot – Messenger almost 24 hours a day, and SchülerVZ is highly frequented of course. But I also use it to get the information I need.“ [17 years, male]
    • „You can do without the Internet, you can always do things outside the Internet. Playstation for example, or Nintendo DS, there is a lot to do. You don‘t always have to rush online, otherwise you‘re an Internet-Freak.“ [13 years, female]
    Social Web
    Page 3 of 26
  • Digital Natives?
    Social Web
    Page 4 of 26
  • Research at the Hans-Bredow-Institute
    “Heranwachsen mit dem Social Web”
    “Das neue Netz”
    “EU Kids Online“
    In german
    Monography on web 2.0 and its consequences
    Internet and everyday life of 12 to 24 yrs old in Germany
    Pan-European study (9 to 16 yrs old and their parents)
    Social Web
    Page 5 of 26
  • Some data on internet use in Europe
    % of 9 to 16 year old Internet users who have profile on a SNS
    Quelle: EU Kids Online (www.eukidsonline.net)
    Social Web
    Page 6 of 26
  • Agenda
    • Starting with… the Digital Natives
    • Social Web… key practices
    • Social Web… changing public sphere
    • Social Web… some consequences
    • Outlook
    Social Web
    Page 7 of 26
  • Three practices
    • Identity Management (Presenting individual interests, opinions, experiences, skills, etc., etc.)
    • Relationship Management(Maintaining existing and building new relationships)
    • Information Management (co-creating, filtering and re-distributing relevant information / knowledge / content)
    The Internet, esp. the social web, lowers barriers for …
    Social Web
    Page 8 of 26
  • Social Web in context
    • Social Web is framed by more general social trends
    • „networked individuality“
    • „information society / overflow“
    • Thus, by using the Social Web one also engages in more general social practices
    Social Web
    Page 9 of 26
  • Internet – a distinct world?
    • Myth #1: „The Internet is a „cyberspace“ where people leave their bodies behind and create new identities.“
     But: How is identity represented on the Social Web?
    Social Web
    Page 10 of 26
  • Representing Identity
    Social Web
    Page 11 of 26
  • Articulated social networks
    • Myth #2: „There are no real friendships on the internet, only ephemeral communication with strangers.“
    • 12 to 24 year-old users of Social Network Sites [in DE; 2008] had …
    • … on average: 130 friends
    • … of which they had personally met:
    most: 85 percent
    less than half: 5 percent
    • … of which they consider close friends:
    most: 15 percent
    less than half: 62 percent
     The social web affords maintaining social connections grounded in „real life“ – the distinction between „virtual and real“ becomes obsolete
    Data source: Schmidt/Paus-Hasebrink/Hasebrink 2009
    Social Web
    Page 12 of 26
  • Agenda
    • Starting with… the Digital Natives
    • Social Web… key practices
    • Social Web… changing public sphere
    • Social Web… some consequences
    • Outlook
    Social Web
    Page 13 of 26
  • Convergence of conversations and publications (I)
    Social Web brings about a new type of personal public sphere, where people…
    • (a) select information according to criteria of personal relevance,[instead of journalistic news factors or general relevance]
    • (b) address an (intended) audience of their social network,[instead of the disperse, unknown and unconnected audience of mass media]
    • (c) and communicate in the mode of „conversation“.[instead of the mode of „publishing“]
    Social Web
    Page 14 of 26
  • Convergence of conversations and publications (II)
    • Social Web is further blurring the separation between „senders“ and „receivers“ which is central to mass communication
    • Networked public spheres consist of „microcontent“ which might originate from all different sources, but is „de-bundled“ and filtered through social connections
    • „Re-bundled“ content comes not as issues, editions or linear programmes, but as constant flow of information in „streams“ and „feeds“
    Social Web
    Page 15 of 26
  • Convergence of conversations and publications (III)
    • Myth #3: „Professional journalism will be replaced by Blogs, Facebook and Twitter.“
    • Rather than being replaced, journalism looses its monopoly on selecting, filtering, bundling and distributing information to society, …
    … because non-journalistic users provide information („user-generated content“)
    … because users act as filters and multiplicators of information within their social networks
     The convergence of conversation and publication will shape the way we communicate and inform ourselves – individually and as societies
    +1, Fav-Stern, Retweet
    Social Web
    Page 16 of 26
  • Agenda
    • Starting with… the Digital Natives
    • Social Web… key practices
    • Social Web… changing public sphere
    • Social Web… some consequences
    • Outlook
    Social Web
    Page 17 of 26
  • Responsibilities
    • Contrary to the „digital native“ narrative, a responsible and reflected use does not come automatically with age (or youth…)
    • Rather, adolescents and adults alike have to be empowered to…
    e.g. keep control over personal information and privacy
    e.g. use online tools in order to engage in social affairs and debates
    e.g. participate in decisions regarding the shape of the social web itself
    Social Web
    Page 18 of 26
    „Attention parents!
    Dangerous area for kids“
  • (1) Architecture and Audience
    Social Web
    Page 19 of 26
    Four characteristics of communicative architecture in networked publics(1) make control over information complicated
    replicability
    scalability
    persistence
    searchability




    a) Intended audience: Whom do I have in mind when using a particular online service or plaform?
    b) Addressed audience: Whom do I address particular information in a particular situation?
    c) Empirical audience: Who is de facto noticing information or communication?
    d) Potential audience: Who might be able to eventually access the information or communication?
    (1) boyd 2008
  • (1) On dutch windows
    http://www.colinupton.com/illus/images/cyberillo1.jpg
    Social Web
    Page 20 of 26
  • (2) Layered participation
    • Social Web affords different modes of political participation (1)
    Positioning yourself: signal political beliefs or opinions
    Engaging in debates: arguing about political issues with others
    Activating others: Mobilizing other people for political action
    Social Web
    Page 21 of 26
    (1) Wagner, Brüggen & Gebel 2008
  • (3) Designing tools and spaces
    • Most popular platforms and services are controlled by commercial organizations
    • Users are not „citizens“, but „customers“ and „product“ at the same time
    • Rights and responsibilities are governed by contract and software code
    • Formalized procedures for appeals or self-governing exist rarely or rudimentary
    • Most users lack awareness to engage in collective action
     Convergence of media literacy and political literacy
    Social Web
    Page 22 of 26
  • (3) The naked gnome demonstration
    Social Web
    Page 23 of 26
  • Conclusion and outlook
    • The Social Web is an integral and for large parts indispensable part of everyday life – not only for the „digital natives“, but for an ever-growing part of adults as well
    • Thus, the consequences of the Social Web touch not only on individual users, but also on societies as a whole
    • It affords specific practices and a new type of „personal public spheres“
    • It blurs established distinctions between the „public“ and the „private“
    • It affords and calls for new modes of political and social participation
    • Learning in, with and for the Social Web is critical for inclusion in contemporary societies
    • How can we achieve this? Let‘s discuss – and come visit #mobilityshifts 
    Social Web
    Page 24 of 26
  • Thank you!
    Dr. Jan-Hinrik Schmidt
    Hans-Bredow-Institut
    Warburgstr. 8-10, 20354 Hamburg
    j.schmidt@hans-bredow-institut.de
    www.hans-bredow-institut.de
    www.schmidtmitdete.de
    www.dasneuenetz.de
    Social Web
    Page 25 of 26
  • Image credits
    • Slide 10ff.:
    • © Hapf2, http://www.flickr.com/photos/44029537@N00/12760664
    • CC BY-NC-SA-2.0, Myles!, http://flickr.com/photos/mylesdgrant/495698908
    • CC BY-NC-ND-2.0, Axel V, http://www.flickr.com/photos/axels_bilder/126700804
    • Slide 12: © Robbie Cooper; http://www.nytimes.com/slideshow/2007/06/15/magazine/20070617_AVATAR_SLIDESHOW_1.html
    • Slide 17: CC-BY-NC-ND-2.0, Dominic Dada, http://www.flickr.com/photos/ogil/274628990/
    • Slide 18: CC-BY-NC-ND-2.0, Toby Bradbury, http://www.flickr.com/photos/mrlerone/2360572263/
    • Slide 20: Jan Schmidt
    Social Web
    Page 26 of 26