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Engaging with
Today’sDigital
CollegeStudent
by@PaulGordonBrown
Practicesforpositiveimpact
#SCCCDigital
This session is Twitter-friendly.
@paulgordonbrown
1.Describe how college students view
their online life and the role social
media plays in it.
2.Explain the complex nature of
identity, self-concept and selfhood in
virtual and technology-mediated
environments.
3.Apply concepts of digital identity and
digitized development in educational
interventions for students.
(Turkle, 2004, para 6)
“I want to study
not only what the
computer is doing
for us, but what it
is doing to us.”
- Turkle
Engaging With Today's Digital College Student
CollegeStudents,
SocialMedia,DigitalIdentities,
AndTheDigitizedSelf
89%
of adults 18-29 years old use social media
67%
access it on mobile
98%
of adults ages 18-29 are on the internet
70
70
70
43%
60%
89%
65+
50-64
30-49
70
78% 18-29
social media use
by age
Sources:
younger generations
are using the internet,
social media, and mobile
technologies at a high rate
Engaging With Today's Digital College Student
Question
Research
How do college students conceptualize who they
are and how they present themselves when they
are engaged in digital and social media?
@paulgordonbrown
Roger’s Diffusion of Innovation
(Rogers, 2003)
sample
16 student
College students 18-24 years old

‣ Completing/completed coursework in social media (half)
‣ Identified by college staff has heavy/sophisticated users (half)
Student Profile

‣ From a highly selective research university on a residential
campus near a major metropolitan area in the Northeast
Weekly
6%
Daily
6%
Multiple x Per Day
88%
FACEBOOK
Weekly
13%
Daily
19%
Multiple x Per Day
69%
INSTAGRAM
Infrequently
13%
Daily
19%
Multiple x Per Day
69%
SNAPCHAT
Male
25%
Female
75%
Female
80%
Latino/Hispanic
20%
Grad
6%
4th Year
69%
3rd Year
13%
2nd Year
13%
No, Coursework
50%
Yes, Coursework
50%
COURSEWORK YEAR
GENDERID
RACE
qualitative inquiry
grounded theory
(Charmaz, 2006; Glaser & Strauss, 1967; Strauss & Corbin, 1990)
Pre-interview Questionnaire

‣ Establish usage patterns of participant
Semistructured Interview (First Session, 1 hour)
‣ Probe how students understand self
‣ Examine how sense is made of online/offline life
Synchronous Ethnographic Tour * (Second Session, 1 hour)

‣ Observe how students interact online
‣ How is identity constructed/understood
Semistructured Interview (First Session, 1 hour)
‣ Probe how students understand self
‣ Examine how sense is made of online/offline life
data
collection
*
(Martínez Alemán & Lynk Wartman, 2009, p. 23)
Takeoutyour
phones.
Openasocial
mediaapp.
Gotoyour
profile.
Whatdoyouusethis
app/sitefor?
Whattypesofcontent
doyouposttothis
site?
Whattypesofcontent
doyouconsumeon
thissite?
Whattypesof
relationshipsdoyou
haveonthissite?
Doyouknowallof
theseconnections?
Howdoyouknow
them?
Howwouldyou
describeyourselfas
auseronthissocial
mediasite?
Ifyouhadtodescribe
yourselfonthisapp/
siteasothersview
you,whatdoyou
thinkthey’dsay?
Howimportantisthis
sitetoyou? Inother
words,ifIwereto
takeyouraccesstoit
away,whatwould
youmiss,ifanything?
Howreflectiveareyouaboutwhat
youpostonsocialmediaandhow
youareviewed?
Howdoesitfeelto“holdupamirror”
toyourselfandyoursocialmedia
accounts?
Digital Identity
Digitized Development
@paulgordonbrown
Digital Identity
@paulgordonbrown
digital stamp
Engaging With Today's Digital College Student
We need to educate
students on digital
reputation.
Digital Identity
@paulgordonbrown
A Psychological
Process
@paulgordonbrown
eRezLife
Digitized Development
MarciaBaxterMagolda’s
TheoryofSelf-Authorship
Student explores and experiments
openly with social media. This is
strongly influenced by authorities
(parents/guardians) through access
and peers through peer culture.

Student does not understand how
online and offline interactions can
impact each other or possess a
sophisticated understanding of
context.
Student makes conscious choices
about social media usage and how it
fits into life desires, outlook, and goals.

Student realizes that one’s online life
requires constant renegotiation as
one’s goals, needs, contexts, and
circumstances change.
DigitalIdentity/
Reputation vs
Digitized
Development
What We Produce vs What We Are
What Other People See vs How We See Ourselves
Can Be Taught
Through Rules
vs
Must Be Learned
Dynamically
A By-Product Of
Development
vs
The Developmental
Process Itself
Digital Identites
Digitized DevelopmentOne’s level of sophistication in
navigating digitized development
impacts how one chooses to present
one’s digital identities and how one
understands these digital identities in
relation to their sense of self.
One’s digital identities and the exploration
of and action through these identities
influences one’s level of sophistication in
navigating digitized development (and
potentially how one conceptualizes one’s
selfhood as digitized).
Digital identities are the different representations and
personas students take on through different social media
platforms and in presentation to different audiences.
Digitized development is what occurs when developmental
processes, behaviors, and life experiences play out
differently as a result of the influence of social and digital
technology, their affordances, and the virtual spaces these
technologies create.
ReciprocalRelationship
MovingfromExternal
toInternalDefinition
Pursuitof
Likes
Addie discussing the pursuit of Likes:
“‘How many Likes did your post get?
What does that mean?’
…That number in itself doesn’t mean anything
unless you compare it to other posts. Then
you get in that whole thing where people start
comparing themselves to other people. That
really isn’t the best route to go down.
Is that what you should be doing whenever you
have a piece of content and it doesn’t do as
well as someone else’s?
What does that say about you?
I personally don’t think that that should be
something you take personally.
‘Wow everyone on the Internet hates me.’
I don’t think that should be the reaction but I
don’t know that everyone else feels the same
way. I know people that have deleted posts
because they don’t get enough Likes. I know
people who Unlike a photo on Instagram
because it suddenly now has a hundred Likes
and they’re mad about. That doesn’t make
sense to me. You’re thinking about it too
much.”
“Thatnumberinitself
doesn’tmeananything
unlessyoucompareitto
otherposts.”
-Addie
“Thenyougetinthatwhole
thingwherepeoplestart
comparingthemselvesto
otherpeople.Thatreallyisn’t
thebestroutetogodown.”
Addie
“You’rethinkingaboutit
toomuch.”
IMAGE: CHOMPOO BARITONE
Curating
Perfected
Images
Engaging With Today's Digital College Student
“…inthebackofmy
mindthere’sacertain
standardofinteraction
thatIgetoneverysingle
tweetthatIdon’twant
tomakesureIdon’t
dropbelow.”
-Mesut
IMAGE: CHOMPOO BARITONE
Selective
Viewof
Reality
Hallie discussing how social media creates a
perfected image…
“I think it was cool that [my professor] asked
us think about the highlight reel. Do we use
social media as a highlight reel of our lives and
how many times out of ten would you say that
you wouldn't post something because it's not a
highlight.
And all of us were like, “Oh, all the time.”
He was like, “Go through your day. How many
things would you post, and how many wouldn't
you?”
…I would just encourage [educators] to ask
their students about recognizing—not
necessarily changing it—but recognizing that
what they post, and what other people post,
isn't 100 percent their lives. Because there's a
lot of times when you think that people have
the best life ever because of what they're
posting. When in reality they're going through
a lot, and probably many similar things that you
are, but because they're posting all this fun
stuff, you think that their lives are perfect.”
“…weusesocialmediaasa
highlightreelofourlivesand
howmanytimesoutoften
wouldyousaythatyou
wouldn'tpostsomething
becauseit'snotahighlight.”
-Hallie
contextcollapse
when physical and virtual worlds collide
masks
adance
outfits
“…it’salmostlikedoinga
dancethatyoucan’tbe
toomuchofsomething.”
-Liam
games
playing
“I'vegottokeepup.”
-Annie
“Yeahit’sexhausting…
it’swhatcausesmyunhappiness…
thecomparisonsgetsointense…
IfeellikeI’mjustaconstantfailure”
-Logan
IMAGE: CHOMPOO BARITONE
Consuming
Perfected
Images
“That’swhat,Iassume,[is]
causingmygreatest
dissatisfactionat[college].
Seeingmylifeincomparison
toothers.”
-Logan
“Idefinitelythinkaboutit
morethanIshould.”
-Ashley
Weneedtoteach
studentstoown,
ratherthanbe
ownedby,
technology.
Emergenceof
DigitizedSelfhood
Engaging With Today's Digital College Student
“Differentmasks,orthe
differentfacesI'llputonfor
differentsocialmedia
platforms.It’snotnecessarily
thatI'macompletelydifferent
person,butit'sjustdifferent.”
-Meghan
“Ihavethisoneidentitybutit
kindofmoldsalittlebitto
matchwhatisnecessaryfor
eachsocialnetwork.Not
necessarilylyingaboutmyself
it’sjustthatIkindoffitmy
identityintothatspecificoneI
guess.”
-Logan
“It'slikeapieceofyouand
eachsocialmediaoutletisa
differentpieceofyou…”
-Grace
Use of Technology
Heavy UsersLight Users
Digitized Development
High Level SophisticationLow Level Sophistication
Digitized Selfhood
mulitplistic/relativistic/relationalsingular/unitary
Heavy technology usage is necessary but not
sufficient for digitized development to emerge.
One could be a heavy user of technology and yet
not use it in a way that leads towards greater
digitization of development.
Similar to physical world development, individuals reach
towards higher level sophistication in navigating
digitized development over time.
Digitized selfhood is the extent to which one
views digital/virtual spaces as an integral part of
one’s being and therefore constructs concepts of
self that are more multiplistic, relativistic, and
relational as opposed to singular and unitary.
Technology Usage, Digitized Development, and Digitized Selfhood
?
??
Digitized selfhood was
hypothesized, but only weakly
found in this study.
Digitized development is what occurs when developmental processes, behaviors, and life experiences play out differently as
a result of the influence of social and digital technology, their affordances, and the virtual spaces these technologies create.
ImplicationsforPractice
don’t teach
fearwith
don’t teach with
shame
Stay
current
ontech
trends.
Engage with students on
social media because we
need to understand them in
all of their contexts. Be open
to a different (not necessarily
better or worse) way.
Teach
college
students
about
managing
theirdigital
reputations.
Howwoulda
grandmotherreact?
collegesandemployers
arelistening
Learn from and with students
how to navigate the online
environment. Help them
avoid mistakes. Help them
understand their self-
presentation and reputation
online. Be a role model.
Charttheirownpath.
It’sokay…andevenadvised…
totakeabreakfromsocial
mediaonoccasion.
making
mistakes
isbetter
than
faking
perfections
vulnerable
be
Understand how social
media may impact the
developmental process-both
in light of current theory and
in ways we do not yet
understand. Be able to help
students understand,
navigate and leverage it.
being a good partner
to our students
Engaging With Today's Digital College Student
é Engagement
é Persistence
é Social Capital
é Relationships
é Narcissism
ê Task-Switching
Whattheresearchtellsus…
Collegestudenttechnology
useandoutcomes…
You don’t
Expert
have to be an
InTheClassroom
70
70 70
27%
36%
39%
37%
HumanitiesandArts
70
24%
Professionsand
AppliedSciences
SocialSciences
Mathematicsand
ComputerScience
Natural
Sciences
Faculty social
media use by
discipline
70
70
70
30%
35%
41%
55+
45-54
35-44
Faculty social
media use by
age
70
38% Under 35
34%Use
66%Do NOT Use
Faculty social media use in the classroom
@paulgordonbrown
Blogs and Wikis
Podcasts
Facebook
LinkedIn
Twitter 3%
4%
8%
14%
22%
Faculty social
media use in
teaching by site
Institutional support
Time (learning or use)
Lack of integration with LMS
Inability to measure effectiveness
Grading and assessment
Separate course and personal accounts
Concerns about privacy
Integrity of student submissions
Perceived barriers to social media use by faculty
70%
66%
63%
54%
48%
42%
37%
33%
Examples.
Blogging
More suited for:
• Teaching
Common platforms:
• Wordpress
• Blogger
@paulgordonbrown
Blogging
Outcomes suitable to the platform:
• Engage more deeply on subject matter
• Work on writing skills
• Ability to construct an argument
• Integrate multimedia in construction
• Engage in discussion and dialogue through comments
• Establish an online thought presence
• Gateway towards publishing
@paulgordonbrown
Twitter
More suited for:
• Teaching
• Training
Research (particularly by Junco)
has shown positive academic outcomes
including engagement and grades.
@paulgordonbrown
Twitter
@paulgordonbrown
Outcomes suitable to the platform:
• Establish peer learning networks (PLE/PLN)
• Decenter the teaching/learning experience
• Enable ease of sharing
• Continue discussions outside of the classroom
• Easier access to the instructor
• Participate in wider discussions (hashtags)
• Include “alumni” in the conversation
about paper.li
Polling
More suited for:
• Teaching
• Training
Common platforms:
• PollEverywhere
• Proprietary Clickers
@paulgordonbrown
Polling
@paulgordonbrown
Outcomes suitable to the platform:
• Immediate feedback
• Check for understanding
• Engagement
• Peer learning
Content Curation
More suited for:
• Teaching
Common platforms:
• Delicious
• ScoopIt
• Pintrest
@paulgordonbrown
Content Curation
@paulgordonbrown
Outcomes suitable to the platform:
• Create peer-curated resources
• Provide opportunities for deeper learning
• Aid in course/session improvement
• Peer engagement in co-construction
• Develop a PLN/PLE in the course
Student Life Examples.
Engaging With Today's Digital College Student
Engaging With Today's Digital College Student
Outcomes
1. Develop community
2. Involve everyone in a common project
3. Engage alumni
4. Admissions and marketing
Divisional Example.
Engaging With Today's Digital College Student
Communication
Infrastructure
istock / getty images
integrated marketing
team managers
Kath Bukis
Print Shop Manager
Chloe Corsi
Manager
Catherine O’Malley
BSUlife.com Editor in Chief
Jessica Laudati
Design Team Manager
Emily Cohn
Video Team Manager
Laura Lawton
Social Media Manager
5 5 7
5 6 2
http://bit.ly/bsurccsmjd
http://bit.ly/bsusmguide15
http://bit.ly/bsusmmarketingworksheet
Engaging With Today's Digital College Student
Engaging With Today's Digital College Student
Engaging With Today's Digital College Student
Engaging With Today's Digital College Student
Best practices.
Who’s your audience?
All students?
A sub-population?
Parents?
Alumni?
Stakeholders?
What are your
platforms?
@paulgordonbrown
0
25
50
75
100
Facebook Instragram Twitter Pintrest LinkedIn
Social Media Platform Adoption (2014)
Age comparison
18-29 yo
65+ yo
Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
0
25
50
75
100
Facebook Instragram Twitter Pinterest LinkedIn
Social Media Platform Adoption (2014)
Household income comparison
Less than 30k/yr
More than 75k/yr
30k-
30k-
75k+
75k+
75k+
Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
0
25
50
75
100
Facebook Instragram Twitter Pintrest LinkedIn
Social Media Platform Adoption (2014)
Race comparison
White Hispanic
Black
Black
Black
Black
White
White
Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
0
25
50
75
100
Facebook Instragram Twitter Pintrest LinkedIn
Social Media Platform Adoption (2014)
Sex comparison
Men Women
Women
Women
Men
Women
Men
Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
What’s your G.I.F.T.?
Modified from Gross, L. (2014). How to manage social media in higher education. http://lizgross.net/ebook/
What’s your G.I.F.T.?
Modified from Gross, L. (2014). How to manage social media in higher education. http://lizgross.net/ebook/
Goal
Identity
Formality
Tone
CONTENT IS KING
Who’s
content?
developing your
#SAsocial
Matrix
Topic Examples %
ModifiedfromGross,2014
Topic Examples %
Leadership
Articles
Found on the Web; Added to our blog
from student class assignments
40%
Highlights
Profiles of staff, student leaders, and
highlights of student organizations
30%
Pride Photos Photos of our mascot, photos from events 10%
Deadlines
Informational: org fair sign-ups, last day of
classes, last day to drop classes
20%
Modified from Gross, 2014
CONTENT IS KINGCONTACT
@paulgordonbrown
followers
@paulgordonbrown
SocialListening
some things to
thinkabout
it takes
TIME
Be consistent
Be dedicated
social media
isNOT
required
EVERY
time
@paulgordonbrown
Engaging With Today's Digital College Student
Resources.
Engaging With Today's Digital College Student
Engaging With Today's Digital College Student
Engaging With Today's Digital College Student
@paulgordonbrown
www.paulgordonbrown.com
paulgordonbrown@gmail.com

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