Dissertation Proposal Defense


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Networked Information Behavior During a Life Transition

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Dissertation Proposal Defense

  1. 1. Networked Information Behavior During a Life Transition Fred Stutzman
  2. 2. General Outline   Motivation and Background   Theoretical Frameworks   Challenges of Transitions   Processes of Adaptation   The Social Network During Transition   Supportive Networks   Everyday Information Behavior   The Proposed Study   Dynamics, Outcomes, Uses   Evaluation, Comparison, Contributions
  3. 3. Motivation and Background   Early Research on SNS   High levels of adoption   High levels of disclosure   Strong sense of close community   Transition as Inflection Point   My transitions: AIM, ICQ, E-mail   Their transition: SNS, M/Y/AIM, E- mail, TXT, and so on.   SNS as supportive resource during transition   SNS as informational hub during change Stutzman 2006, 2008; Lampe et al., 2006, 2008
  4. 4. Theoretical Framework   Conceptions of Transition   Events causing change (e.g. Schlossberg), development (e.g. Arnett), role change (e.g. Fuchs, Ashforth), relocation (e.g. Fisher)   Processes of Transition, Common Components   Information search/learning, identity construction, creation and enactment of roles, development of support network   Adaptation to Transition, Common Components   Mediating factors: Perception of transition, individual characteristics, characteristics of transitional environment.
  5. 5. Adaptation to Transition   Characteristics of the transitional environment   Institutional support systems   Structure of the transitional environment   Physical settings   Support networks   Social support   Social networks   Personal relationships
  6. 6. Central Challenges of Transition   Challenge 1: Adaptation to new environment   Adaptation: Integration into environment, accept and manage losses associated with transition, adjust to new challenges and responsibilities (e.g. Nicholson, Schlossberg)   Challenge 2: Manage transitional stress   Transitions are associated with stress   Definition: Social, environmental or personal demands requiring adjustment to behavioral patterns   Often associated with “life events”   Related to a range of outcomes, including decreased health, poor adaptation.
  7. 7. Socio-Technical Support Networks   Social Network Site as Supportive Resource   Components of Social Support (e.g. Cohen, Cutrona, Sarason & Sarason)   Tangible Support: “Concrete assistance”   Informational Support: Advice, guidance, solutions   Emotional Support: Caring, empathy   Network Support: Being part of a group   Stress and social support : Two processes   Direct effect relationship   Buffering relationship
  8. 8. Goal of the Proposed Study   Examine the role social network sites play in adaptation to college   Explore the supportive role the social network site during transition   Explore how the social network site is integrated into everyday information seeking frameworks
  9. 9. Methods: Exploring Supportive Role   Dual-process support/stress relationship   Direct effect: Presence of supportive social network   Measured by exploring size of network   Measured by exploring factors associated with growth of network   Buffer effect: Perception of supportive social network   Measured by testing relationship between contextual support (at perceived and received level) and the following outcomes:   Stress (PSS-10)   Adaptation (Adaptation to college scale)   SNS setting affords opportunity to explore the support hypothesis at both levels, direct and buffer.
  10. 10. Methods: Exploring Supportive Role   Exploring the Direct Effect Hypothesis   Dataset: Longitudinal Facebook Dataset, Fall 2005   Research Questions   RQ1: What factors are associated with creation of socio- technical support networks?   RQ2: What factors are associated with the growth of socio- technical support networks?   Methods   RQ1: Exploratory network analysis using block modeling, Erdos-Renyi random graphs with MCMC Estimation   RQ2: Longitudinal exploration of network size expansion using latent growth analysis.
  11. 11. Methods: Exploring Supportive Role   Exploring the Buffering Effect Hypothesis   Dataset: Proposed Freshman web survey   Research Questions   RQ1: Does SNS use for adaptation purposes increase adaptation to college?   RQ2: Does social support perceived and received through SNS decrease stress?
  12. 12. Methods: Exploring Supportive Role   Exploring the Buffering Effect Hypothesis   Research Methods   Explore RQ1 and RQ2 individually   Fit RQ1 and RQ2 using a structural equation model to test ultimate SNS- >Stress->Adaptation hypothesis
  13. 13. Methods: Exploring Everyday Uses   The ELIS paradigm (e.g. Savolainen, McKenzie)   Goals of Analysis:   Elaborate uses of SNS in relation to transitional information seeking in context   Identify limitations of other methods employed in the study   Proposed Procedure   15-20 Semi-structured interviews with freshman at UNC   Compensation: 15.00   Exploring the following subject areas:   Elaborating the use of SNS during information search during transition   Understanding how search strategies are moved to the SNS   Understanding the strengths and weaknesses of information search in SNS
  14. 14. Methodological Comparisons   Goals   Identify analytic weaknesses   Explore interesting or unusual findings   Develop and refine model
  15. 15. Questions? Thank you!