10. Lenhart, A., Purcell, K., Smith, A., Zickuhr, K. (2010 February, 3). Social Media and Mobile Internet Use Among Teens & Young Adults . Washington, D.C.: Pew Internet Studies. EDCI TEENS Email 100% 93% (up from 87% in 2004) Maintain a SNS profile 56% (n=5) 73% Send Msgs on a Social Network 56% 66-50% (varies by group or private msg) Msg daily through an SNS 33% 37%
11.
12. Lenhart, A., Purcell, K., Smith, A., Zickuhr, K. (2010 February, 3). Social Media and Mobile Internet Use Among Teens & Young Adults . Washington, D.C.: Pew Internet Studies. EDCI TEENS Comment on a blog 22% 52% (in social network sites) Write in my own blog 11% 14% (drop from 28% in 2006) Show content online I created 11% 38% Remix online content 33% 21%
26. 3 rd most popular social networking technology Users publish ‘ Tweets ’ of 140 Characters * Follower structure * Live searching (e.g., #inauguration) * Link-sharing to longer Web content (e.g., articles, discussions, posts, videos)
27.
28.
29.
30.
31.
32.
33.
34.
35.
36. 2004-2005 100s niche networks Facebook & MySpace get more hits than Google. More popular than virtual gaming environments
37. Facebook - about ½ are college age (18-24) MySpace - arts, music, visual; 85% are 18+ LinkedIn – career-oriented, professional Source : ComScore January, 2009
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50. It’s going to be so hard going out there by myself [to college faraway where she is the only Hmong girl] so I’m gonna need to message people about how I’m feeling…. (Kari, high school senior off to East coast school) Blurs social & education-related support in times of transition
flirting is sending nude or semi-nude photos from cell phone to cell phone: instead of "texting," they call it called "sexting."
flirting is sending nude or semi-nude photos from cell phone to cell phone: instead of "texting," they call it called "sexting."
flirting is sending nude or semi-nude photos from cell phone to cell phone: instead of "texting," they call it called "sexting."
flirting is sending nude or semi-nude photos from cell phone to cell phone: instead of "texting," they call it called "sexting."
flirting is sending nude or semi-nude photos from cell phone to cell phone: instead of "texting," they call it called "sexting."
As we think about the relationship-building components of Ramp-Up: connecting peers with each other and supportive others – I’d like to talk with you about how students are connecting with each other today using technologies and how they are using Social Network sites in particular for communicative and relationship-building purposes.
** Mention Age, Race, Gender differentials **Anecdote on how I have 3 accounts - This spring, we studied low-income HS students on MySpace – transition to Facebook when they go to college – etc. SOURCES comScore http://www.comscore.com/press/release.asp?press=1519 Forrester Research http://www.web-strategist.com/blog/2008/01/09/social-network-stats-facebook-myspace-reunion-jan-2008/ ADDITION NOTES IF NEEDED: Facebook – founded in February 2004 by Marc Zuckerberg Facebook is the 6th most-trafficked website in the United States (comScore) The fastest growing demographic is those 25 years old and older People spend an average of 20 minutes on the site daily (comScore) MySpace – founded by Tom Wolfe MySpace is the #1 most trafficked social Web site (comScore) Has the broadest appeal across ages (comScore 2006) -- 2/3 are 25+ LinkedIn Xanga, Hi5 – draws a younger crowd ==================================================================== Diversity & Differences among Race, Class, and Gender Hargittai , E. (2007). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication , 13 (1), article 14. http://jcmc.indiana.edu/vol13/issue1/hargittai.html A person's gender, race and ethnicity, and parental educational background are all associated with use, but in most cases only when the aggregate concept of social network sites is disaggregated by service. Additionally, people with more experience and autonomy of use are more likely to be users.
“ people now have extended networks that they increasingly turn to make important life decisions?”
Individuals are involved in many settings Boundaries between settings can be permeable Interest Driven Activities can span contextual boundaries and be self-sustaining given adequate time , freedom and resources . What is learned outside school can shape what is learned school as students seek out interest-driven projects School projects can stimulate students’ interest that can motivate them to seem more information, opportunities and people with whom to learn on their own terms
Ellison, Steinfield, and Campe (2007), drawing on social capital theory, found that strong and weak ties are sustained on SNSs. In surveying undergraduates at Michigan State, they found that intensive use of Facebook was associated with higher levels of three types of social capital: bridging capital or our “friends of friends” that afford us diverse perspectives and new information; bonding capital or “the shoulder to cry on” that comes from our close friends and family; and maintained social capital, a concept the researchers developed to describe the ability to “mobilize resources from a previously inhabited network, such as one’s high school” (Ellison, 2008, p. 22; Ellison, Steinfeld, & Lampe, 2007). The researchers found that bridging social capital was the most valued use of Facebook. They suggested that networking may help to crystallize relationships that ”might otherwise remain ephemeral” (p. 25), encouraging users to strengthen latent ties and maintain connections with former friends, thus allowing people to stay connected as they move from one offline community to another. Interestingly, the researchers found that the influence of Facebook on bridging social capital is particularly strong for those with low self-esteem (Ellison et al., 2007). Thus, when we are experiencing discomfort, uncertainty, or life transitions (e.g., enrollment in college, dissolution of a relationship, career indecision, etc.) our extended “weak ties” through social network sites may prove especially beneficial in expanding our outlook and broadening our base of support (Granovetter, 1973).
Grounded in sociocultural, activity, and situated learning theories (Cole 1996; Engestrom 1987; Greeno 1989; Vygotsky 1978), a learning ecology perspective (Barron 2006) may be most useful in helping us conceptualize and bridge learning across the spaces of home, school, work, and community. Barron (2006) defines a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning” (195). This notion of a learning ecology stipulates that: adolescents are simultaneously involved in many settings; they create learning contexts for themselves within and across settings; the boundaries between settings can be permeable; and interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom and resources (Barron 2006, 199-201). In other words, what is learned outside of school can shape what is learned in school as students seek out projects based on their interests. In turn, school projects can stimulate students’ interest which can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms.
Grounded in sociocultural, activity, and situated learning theories (Cole 1996; Engestrom 1987; Greeno 1989; Vygotsky 1978), a learning ecology perspective (Barron 2006) may be most useful in helping us conceptualize and bridge learning across the spaces of home, school, work, and community. Barron (2006) defines a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning” (195). This notion of a learning ecology stipulates that: adolescents are simultaneously involved in many settings; they create learning contexts for themselves within and across settings; the boundaries between settings can be permeable; and interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom and resources (Barron 2006, 199-201). In other words, what is learned outside of school can shape what is learned in school as students seek out projects based on their interests. In turn, school projects can stimulate students’ interest which can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms.
Ellison, Steinfield, and Campe (2007), drawing on social capital theory, found that strong and weak ties are sustained on SNSs. In surveying undergraduates at Michigan State, they found that intensive use of Facebook was associated with higher levels of three types of social capital: bridging capital or our “friends of friends” that afford us diverse perspectives and new information; bonding capital or “the shoulder to cry on” that comes from our close friends and family; and maintained social capital, a concept the researchers developed to describe the ability to “mobilize resources from a previously inhabited network, such as one’s high school” (Ellison, 2008, p. 22; Ellison, Steinfeld, & Lampe, 2007). The researchers found that bridging social capital was the most valued use of Facebook. They suggested that networking may help to crystallize relationships that ”might otherwise remain ephemeral” (p. 25), encouraging users to strengthen latent ties and maintain connections with former friends, thus allowing people to stay connected as they move from one offline community to another. Interestingly, the researchers found that the influence of Facebook on bridging social capital is particularly strong for those with low self-esteem (Ellison et al., 2007). Thus, when we are experiencing discomfort, uncertainty, or life transitions (e.g., enrollment in college, dissolution of a relationship, career indecision, etc.) our extended “weak ties” through social network sites may prove especially beneficial in expanding our outlook and broadening our base of support (Granovetter, 1973).
Grounded in sociocultural, activity, and situated learning theories (Cole 1996; Engestrom 1987; Greeno 1989; Vygotsky 1978), a learning ecology perspective (Barron 2006) may be most useful in helping us conceptualize and bridge learning across the spaces of home, school, work, and community. Barron (2006) defines a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning” (195). This notion of a learning ecology stipulates that: adolescents are simultaneously involved in many settings; they create learning contexts for themselves within and across settings; the boundaries between settings can be permeable; and interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom and resources (Barron 2006, 199-201). In other words, what is learned outside of school can shape what is learned in school as students seek out projects based on their interests. In turn, school projects can stimulate students’ interest which can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms.
Grounded in sociocultural, activity, and situated learning theories (Cole 1996; Engestrom 1987; Greeno 1989; Vygotsky 1978), a learning ecology perspective (Barron 2006) may be most useful in helping us conceptualize and bridge learning across the spaces of home, school, work, and community. Barron (2006) defines a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning” (195). This notion of a learning ecology stipulates that: adolescents are simultaneously involved in many settings; they create learning contexts for themselves within and across settings; the boundaries between settings can be permeable; and interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom and resources (Barron 2006, 199-201). In other words, what is learned outside of school can shape what is learned in school as students seek out projects based on their interests. In turn, school projects can stimulate students’ interest which can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms.
Grounded in sociocultural, activity, and situated learning theories (Cole 1996; Engestrom 1987; Greeno 1989; Vygotsky 1978), a learning ecology perspective (Barron 2006) may be most useful in helping us conceptualize and bridge learning across the spaces of home, school, work, and community. Barron (2006) defines a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning” (195). This notion of a learning ecology stipulates that: adolescents are simultaneously involved in many settings; they create learning contexts for themselves within and across settings; the boundaries between settings can be permeable; and interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom and resources (Barron 2006, 199-201). In other words, what is learned outside of school can shape what is learned in school as students seek out projects based on their interests. In turn, school projects can stimulate students’ interest which can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms.
Grounded in sociocultural, activity, and situated learning theories (Cole 1996; Engestrom 1987; Greeno 1989; Vygotsky 1978), a learning ecology perspective (Barron 2006) may be most useful in helping us conceptualize and bridge learning across the spaces of home, school, work, and community. Barron (2006) defines a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning” (195). This notion of a learning ecology stipulates that: adolescents are simultaneously involved in many settings; they create learning contexts for themselves within and across settings; the boundaries between settings can be permeable; and interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom and resources (Barron 2006, 199-201). In other words, what is learned outside of school can shape what is learned in school as students seek out projects based on their interests. In turn, school projects can stimulate students’ interest which can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms.
(1) Lenhart, A. & Madden, M. (2007, January). Social Networking Websites and Teens: An Overview http://www.pewinternet.org/pdfs/PIP_SNS_Data_Memo_Jan_2007.pdf (2) Study with 600 high school juniors and seniors from low-income families and in-depth interviews, talk alouds and content analysis with a subset of randomly selected users. Among the key findings: • 55% of online teens have created a personal profile online, and 55% have used social networking sites like MySpace or Facebook. • 66% of teens who have created a profile say that their profile is not visible by all internet users. They limit access to their profiles. • 48% of teens visit social networking websites daily or more often; 26% visit once a day, 22% visit several times a day. • Older girls ages 15-17 are more likely to have used social networking sites and online profiles; 70% of older girls have used an online social network compared with 54% of older boys, and 70% of older girls have created an online profile, while only 57% boys have done so. Teens say social networking sites help them manage their friendships • 91% of all social networking teens say they use the sites to stay in touch with friends they see frequently, while 82% use the sites to stay in touch with friends they rarely see in person. • 72% of all social networking teens use the sites to make plans with friends; 49% use the sites to make new friends. • Older boys who use social networking sites (ages 15-17) are more likely than girls of the same age to say that they use social networking sites to make new friends (60% vs. 46%). • Just 17% of all social networking teens use the sites to flirt. • Older boys who use social networking sites are more than twice as likely as older girls to say they use the sites to flirt; 29% report this compared with just 13% of older girls. ====================================================================================== From Pew, Teens & Social Media (2007, December 17) Similarly, 59% create multi-media content (art, stories, photos, videos, Web page ) Content Creators are online teens who have created or worked on a blog or webpage , shared original creative content , or remixed content they found online into a new creation The growth in blogs tracks with the growth in teens’ use of social networking sites, but they do not completely overlap. -Two in five (42%) teens who use social networking sites also say they blog. Seven in ten (70%) social networking teens report reading the blogs of others, and three in four social networking teens (76%) have posted comments to a friend’s blog on a social networking site. Online boys are avid users of video-sharing websites such as YouTube, and boys are more likely than girls to upload. Digital images – stills and videos – have a big role in teen life. Posting them often starts a virtual conversation. Most teens receive some feedback on the content they post online -39% of online teens share their own artistic creations online, such as artwork, photos, stories, or videos, up from 33% in 2004. -33% create or work on webpages or blogs for others, including those for groups they belong to, friends, or school assignments, basically unchanged from 2004 (32%). -28% have created their own online journal or blog, up from 19% in 2004. -27% maintain their own personal webpage, up from 22% in 2004. -26% remix content they find online into their own creations, up from 19% in 2004.
Grounded in sociocultural, activity, and situated learning theories (Cole 1996; Engestrom 1987; Greeno 1989; Vygotsky 1978), a learning ecology perspective (Barron 2006) may be most useful in helping us conceptualize and bridge learning across the spaces of home, school, work, and community. Barron (2006) defines a learning ecology as the “set of contexts found in physical or virtual spaces that provide opportunities for learning” (195). This notion of a learning ecology stipulates that: adolescents are simultaneously involved in many settings; they create learning contexts for themselves within and across settings; the boundaries between settings can be permeable; and interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom and resources (Barron 2006, 199-201). In other words, what is learned outside of school can shape what is learned in school as students seek out projects based on their interests. In turn, school projects can stimulate students’ interest which can motivate them to seek more information, opportunities, and like-minded people with whom to learn on their own terms. Identity development & self-promotion – “see all sides of me” Social life development – stay in touch, make plans, make friends Academic support – on-call, collective “help” Career support – although students don’t always realize how to use it
EXAMPLES -- NO DRUG TALK, NO NUDITY, NO PICTURES OF DRINKING, NOHATE SPEECH, NO BULLYING, AND NO POSTING PARTY LOCATIONS-ALL OF COULD LEAD TO A “SLAP IN THE FACE” LATER ON. MOST OF ALL, REMEMBER -- TEENS AND EVERYONE -- THAT WHAT YOU PUT ONLINE CAN BE IN THE CYBERWORLD FOREVER. 4. TIPS for PARENTS: -ALLOW KIDS SPACE TO EXPERIMENT BUT WITH GOOD GUIDANCE Ex: Don’t overly comment and be present on your child’s Facebook pageEx. Don’t friend your children’s friends ---would you sit at their school lunch table? - DISCUSS FACEBOOK’S POLICIES AND TERMS -BE A ROLE MODEL -PICK YOUR BATTLES. If your child has allowed you into his/her friend network, return the favor by not commenting on transgressions you may see-Keep comments on child’s profile page spare - Tackle serious issues face-to-face in private
