This talk for the 5th annual Discover Academic Research, Training, and Support (DARTS) conference discusses the role of online information in the building, management, and evaluation of personal reputation. It considers the existing literature surrounding reputation and social media use, as well as some early findings from Frances’ information science doctoral investigation on the same topics. A short interactive element encourages participants to think about their own social media use, online information behaviours, and digital footprints—as well as some practical advice on managing a reputation that you can’t fully control.
Online information: Building reputation one status update at a timeFrances Ryan
This is my 20x20 presentation for the 6th annual iDocQ PhD colloquium in Glasgow, Scotland. It runs through a quick explanation of my research before sharing some early findings from my Generation X data set.
Publishing & Sharing with Online Professional Identity in Mind: Crafting Your...NC State University
This presentation was created for the Bloomsburg University Learning and Literacy Conference, May 24, 2013. The main source for the presentation may be found at Dr. Young's Online Professional Identity wiki: http://profwebid.wikispaces.com/
Facebook in the Information Literacy Classroom: Framework and Strategies Donna Witek
Presenters: Donna Witek and Teresa Grettano
PaLA’s Teaching, Learning & Technology (TL&T) Round Table Spring 2012 Workshop, Harrisburg, PA, March 30, 2012
Description: It's a safe bet that the majority of our students are on Facebook. For students old enough to use the website, Facebook is reshaping what it means to find and use information. As librarians our knowledge of this shift can be leveraged in the information literacy classroom. In this presentation, attendees will learn the ways that Facebook as a tool is affecting our students' information seeking behaviors and practices. Using as a guide the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education, the presenters will identify the conceptual links between Facebook's core functions and information literacy as defined by the Standards. They will then suggest ways in which these conceptual links can be co-opted by information literacy instructors seeking to reinvigorate the research process for their students ("using Facebook" to do so). Attendees will leave this presentation with concrete strategies, based on a conceptual framework, of how to use Facebook as a teaching tool in the information literacy classroom.
Web search engines emerged prior to the dominance of social media. What if we imagined search as integrating with
social media from the ground up? So.cl is a web application
that combines web browsing, search, and social networking
for the purposes of sharing and learning around topics of interest. In this paper, we present the results of a deployment
study examining existing learning practices around search
and social networking for students, and how these practices
shifted when participants adopted So.cl. We found prior to
using So.cl that students already heavily employed search
tools and social media for learning. With the use of So.cl,
we found that users engaged in lightweight, fun social sharing and learning for informal, personal topics, but not for
more heavyweight collaboration around school or work.
The public nature of So.cl encouraged users to post search
results as much for self expression as for searching, enabling serendipitous discovery around interests.
Online information: Building reputation one status update at a timeFrances Ryan
This is my 20x20 presentation for the 6th annual iDocQ PhD colloquium in Glasgow, Scotland. It runs through a quick explanation of my research before sharing some early findings from my Generation X data set.
Publishing & Sharing with Online Professional Identity in Mind: Crafting Your...NC State University
This presentation was created for the Bloomsburg University Learning and Literacy Conference, May 24, 2013. The main source for the presentation may be found at Dr. Young's Online Professional Identity wiki: http://profwebid.wikispaces.com/
Facebook in the Information Literacy Classroom: Framework and Strategies Donna Witek
Presenters: Donna Witek and Teresa Grettano
PaLA’s Teaching, Learning & Technology (TL&T) Round Table Spring 2012 Workshop, Harrisburg, PA, March 30, 2012
Description: It's a safe bet that the majority of our students are on Facebook. For students old enough to use the website, Facebook is reshaping what it means to find and use information. As librarians our knowledge of this shift can be leveraged in the information literacy classroom. In this presentation, attendees will learn the ways that Facebook as a tool is affecting our students' information seeking behaviors and practices. Using as a guide the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education, the presenters will identify the conceptual links between Facebook's core functions and information literacy as defined by the Standards. They will then suggest ways in which these conceptual links can be co-opted by information literacy instructors seeking to reinvigorate the research process for their students ("using Facebook" to do so). Attendees will leave this presentation with concrete strategies, based on a conceptual framework, of how to use Facebook as a teaching tool in the information literacy classroom.
Web search engines emerged prior to the dominance of social media. What if we imagined search as integrating with
social media from the ground up? So.cl is a web application
that combines web browsing, search, and social networking
for the purposes of sharing and learning around topics of interest. In this paper, we present the results of a deployment
study examining existing learning practices around search
and social networking for students, and how these practices
shifted when participants adopted So.cl. We found prior to
using So.cl that students already heavily employed search
tools and social media for learning. With the use of So.cl,
we found that users engaged in lightweight, fun social sharing and learning for informal, personal topics, but not for
more heavyweight collaboration around school or work.
The public nature of So.cl encouraged users to post search
results as much for self expression as for searching, enabling serendipitous discovery around interests.
Enhancing Epidemiologic Sampling Methods with Social MediaYTH
Sean Arayasirikul of the San Francisco Health Department shares how theory-driven outreach and recruitment can be implemented to target trans female youth in the San Francisco Bay Area to participate in research. Presented at YTH Live 2014 session "The New Face of Recruitment + Questionnaires."
This presentation was session 11 in a 12 part webinar series on the book Extreme Democracy. Extreme democracy is a political philosophy of the information era that puts people in charge of the entire political process. It suggests a deliberative process that places total confidence in the people, opening the policy-making process to many centers of power through deeply networked coalitions that can be organized around local, national and international issues. This seminar covered Political Tools: A discussion of the essays of Adina Levin (Campaign Tools), pages 320 - 362 & Phillip Windley (eVoting), pages 191 – 198.
20110128 connected action-node xl-sea of connectionsMarc Smith
Slides for the 28 January 2011 Presentation of "Finding direction in a sea of connection" at Hartnell College in Salinas, California, sponsored by the Community Foundation for Monterey County (CFMCO.org)
This is a presentation I gave at the annual meeting of the Society for Experimental Biology 2013 (http://www.sebiology.org/meetings/Valencia/Valencia.html). It contains lots of tips for scientists to use social media appropriately and efficiently. It also highlights examples of social media in academia and types of possible content.
Social networking sites and employment status: an investigation based on Unde...John Mowbray
Presented at the IDIMC Conference, Loughborough University, on 13/01/2016. By John Mowbray, Professor Robert Raeside, Professor Hazel Hall, and Dr Peter Robertson.
Enhancing Epidemiologic Sampling Methods with Social MediaYTH
Sean Arayasirikul of the San Francisco Health Department shares how theory-driven outreach and recruitment can be implemented to target trans female youth in the San Francisco Bay Area to participate in research. Presented at YTH Live 2014 session "The New Face of Recruitment + Questionnaires."
This presentation was session 11 in a 12 part webinar series on the book Extreme Democracy. Extreme democracy is a political philosophy of the information era that puts people in charge of the entire political process. It suggests a deliberative process that places total confidence in the people, opening the policy-making process to many centers of power through deeply networked coalitions that can be organized around local, national and international issues. This seminar covered Political Tools: A discussion of the essays of Adina Levin (Campaign Tools), pages 320 - 362 & Phillip Windley (eVoting), pages 191 – 198.
20110128 connected action-node xl-sea of connectionsMarc Smith
Slides for the 28 January 2011 Presentation of "Finding direction in a sea of connection" at Hartnell College in Salinas, California, sponsored by the Community Foundation for Monterey County (CFMCO.org)
This is a presentation I gave at the annual meeting of the Society for Experimental Biology 2013 (http://www.sebiology.org/meetings/Valencia/Valencia.html). It contains lots of tips for scientists to use social media appropriately and efficiently. It also highlights examples of social media in academia and types of possible content.
Social networking sites and employment status: an investigation based on Unde...John Mowbray
Presented at the IDIMC Conference, Loughborough University, on 13/01/2016. By John Mowbray, Professor Robert Raeside, Professor Hazel Hall, and Dr Peter Robertson.
"RIF Land: Tips from a (formerly) Unemployed Guy" is a presentation made to help my friends at my old company who were about to be "Reduced in Force" (RIF). Since I had been unemployed for a few months, I had some useful tips to share, which I hoped would make the whole nasty experience a little less scary.
This presentation was prepared for educating the patients with stroke and their caregivers about the role of Occupational Therapy in stroke. It gives a very BRIEF over view about OT in stroke rehabilitation
Assessing the available and accessible evidence: How personal reputations are...Frances Ryan
Slides for the conference paper 'Assessing the available and accessible evidence: How personal reputations are determined and managed online' presented at Information: interactions and impact 2015, Aberdeen, 23-26 June 2015.Abstract available at http://www.iidi.napier.ac.uk/c/publications/publicationid/13382473
Personal online reputation: the development of an approach to investigate how...Frances Ryan
Paper presented at International Data and Information Conference, 13 January 2016
Personal online reputation: the development of an approach to investigate how personal reputation is evaluated and managed in online environments
By Frances VC Ryan, Peter Cruickshank, Hazel Hall, and Alistair Lawson (Edinburgh Napier University)
Discussion 1 Affinity Group Checkpoint #4This week, you will onVinaOconner450
Discussion 1: Affinity Group Checkpoint #4
This week, you will once again have the help and support of your peers by engaging in a discussion of your coursework with your Affinity Group. Just as you would like to receive meaningful comments on your work, allow others the same privilege and try to provide meaningful feedback.
To prepare for this Discussion:
Review this week’s Learning Resources, especially:
Wiseman, L. (2017). Multipliers: How the best leaders make everyone smarter (Rev. ed.). New York, NY: HarperCollins.
· Chapter 9, “Becoming a Multiplier”
Assignment:
Respond to two of your colleagues’ postings that contain a perspective other than yours.
· Share an insight about what you learned from having read your colleagues’ postings and discuss how and why your colleague’s posting resonated with you professionally and personally. (Note: This may be a great opportunity to help you think about passions you share with your colleagues who could become part of your Walden network.)
· Offer an example from your experience or observation that validates what your colleague discussed.
· Offer specific suggestions that will help your colleague build upon his or her perceptions as a leader.
· Offer further assessment from having read your colleague’s post that could impact a leader’s effectiveness.
· Share how something your colleague discussed changed the way you consider your own leadership qualities.
· 4–5 paragraphs in length
· No Plagiarism
· Cite References
1st Colleague - Natasha Mills
Research Paper Track – Research Methods
Top of Form
My research study seeks to investigate the types of support leaders can provide Gen Z in the workplace to help them grow in their careers, as well as for the realization of organizational goals. Therefore, the participants of the study will comprise of Gen Z employees and organizational leaders, mostly managers. The participants will be selected using a convenience sample that will include Gen Z in my workplace, whose help I will use to recruit their friends who are also Gen Z in various workplaces. According to Dudovskiy (2022), convenience sampling is a non-probabilistic method that involves getting participants from wherever is convenient, and wherever one can find them. At the same time, convenience sampling has no inclusion criteria and is used for issues about perceptions. Therefore, convenience sampling will be an appropriate sampling method for this study because it involves investigating the perceptions of particular groups about an issue affecting them.
The confidentiality and anonymity of participants is a critical issue to pay attention to when gathering data. Adhering to these tenets informs the ethical side of research. Anonymity is mostly associated with qualitative studies and involves collecting data without identifying or personal information of the participants (Coffelt, 2017). Whereas anonymity is important in any research study, it will be more critical for my researc ...
2022 - Fostering Strategic Science Communication related to TrustJohn C. Besley
This was a 1-hour talk for some colleagues at Northwestern. Laid out three things: What we've heard from talking to people in the scientific community about science communication, how we think about science communication through the lens of strategy, and how we study how scientists think about communication choices.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
A quick-and-fun 5-minute madness presentation at the 2016 International Data and Information Management Conference (IDIMC) at Loughborough University.
**Winning presentation!**
Build, manage, and evaluate: Information practices and personal reputations o...Frances Ryan
This presentation is for a paper delivered to the Conceptions of Library and Information Science (CoLIS) Ljubljana, Slovenia (16-19 June 2019).
Paper abstract:
Introduction. The broad theme of this paper is the use of information to build, manage and evaluate personal reputations. It reports the findings of a study that considered the extent to which social media users replicate in online environments the established information practices of academics when they assess their peers. The three platforms considered are Facebook, Twitter, and LinkedIn.
Method. A multi-step data collection process was implemented for this work. Forty-five UK-based social media users kept journals and took part in semi-structured interviews.
Analysis. A qualitative analysis of the journal and diary data was undertaken using NVivo10. Information practices were analysed to considered the similarities or difference between social media practices and related practices deployed by academics related to citations.
Results. The findings expose the ways in which social media users build, manage, and evaluate personal reputations online may be aligned to the citation practices of academics.
Conclusion. This work shows where the similarities and differences exist between citation practices and related information practices on social media as related to personal reputations. Broadly, the findings of this research demonstrate that social media users do replicate in informal online environments the established information practices of academics.
Blurred reputations: Managing professional and private information onlineFrances Ryan
This presentation is for a paper delivered to the Information: Interactions and Impact Conference (i3) in Aberdeen, Scotland. The paper was presented on 29 June 2017.
Blurred reputations:
The subset of findings to be shared at the conference are concerned with the ways in which private and professional lives blur online. The data analysed is relevant to information behaviours and literacies revealed four primary behaviours deployed by participants. These are: (1) portraying only parts of their personas for different audiences, (2) managing the type of information that is shared on different platforms, (3) managing the means by which they connect with others, and (4) undertaking various levels of self-censorship.
Building your academic reputation onlineFrances Ryan
These slides are from a half-day workshop on building academic reputation. The workshop was delivered at the Scottish Graduate School of Social Science's Summer School on 8 June 2017.
Academics online: Alternative reputationsFrances Ryan
These slides are from a talk I presented at Edinburgh Napier University's "Academics online: Building your research profile in the digital age” workshop on 2 May 2017.
My talk was about how academic reputation can be built and maintained using common social networking platforms (i.e. Twitter and LinkedIn) as well as other social media tools such as blogs and university researcher profiles. The talk discussed traditional "reputation measurement tools" such as bibliometric impact and h-indexes, as well as the role that “altmetrics” play in the building and evaluation of academic reputation.
This session was not about how to use social media in your academic life—it was about why you should use it!
Online information's role in reputation: A thesis in three minutes Frances Ryan
This is the single slide I was allowed for my Three Minute Thesis (3MT) presentation at my university's research conference. Delivering my research in just three minutes was a challenge (and one that I nearly failed!) but it was a great learning experience!
Life in a Digital Fishbowl: Managing your reputation onlineFrances Ryan
These slides were for a 50-minute talk I gave at the Skeptics on the Fringe as part of the greater Edinburgh Fringe Festival. The talk covered issues of online information and identities and their relationship to reputation, looking at how online and offline lives have merged to create one real world for individuals.
My first full-scale presentation as a PhD student: A "simple" 20/20 presentation to the faculty of engineering, computing, and creative industries at Edinburgh Napier University.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Personal online reputations: Managing what you can’t control
1. Presented by Frances VC Ryan
Edinburgh Napier University
Centre for Social Informatics
“Personal online reputations:
Managing what you can’t control”
DARTS5 Conference:
Discover Academic Research, Training, and Support
2nd June 2016, Dartington Hall, Totnes, England
f.ryan@napier.ac.uk | @cleverfrances | www.JustAPhD.com
2. Overview of presentation
Research themes and questions
Literature review
Theoretical framework
Methods of investigation
Early findings
Next steps
Discussion
3. What’s the research about?
How online information contributes to the building, maintenance,
and evaluation of personal reputations
― Personal reputation: Private individuals, rather than corporate identity and brand
Two broad research themes:
(1) The means by which people evaluate or assess the personal
reputations of others from the online evidence available to them
(2) How people manage their own personal reputations through their use
of online information, and to what extent those behaviours are intentional
6. The research questions
How do individuals build identities for themselves online?
How do individuals use online information to build and manage their
reputations?
How do individuals evaluate the identities and reputations of others
based on the online information available to them?
To what extent do individuals actively practise identity and reputation
building and evaluation online?
7. Where’s the literature found?
(Almost) Everywhere!
Information science
Everyday life information seeking (ELIS)
Citation analysis
Computing
Employment research
Human-computer interaction
Human resources management
Information systems
Management and organisational studies
Marketing
Media and communication studies
Physical and mental health
8. Created by the individual that
the identity represents – and
others
Different presentations of self for
different audiences
“Representations of self/selves”
that individuals create for or
about themselves
Key terms: Identity
9. Key terms: Reputation
Everyone has (at least) one!
Determined by others based on
the information available to them
The personal opinions and
character judgements one
individual has for another
10. Key terms: “Real world”
Blurred lines
Intentional transfer of offline
activities to online environments
Trading information for online
conveniences
If you’re not online, are you real?
11. Key themes in the literature
Information sharing
Information quality and accuracy
Employment and career
opportunities
Friends and friends-of-friends
“Real names”, pseudonyms,
and anonymity
12. What does the literature tell us?
Employers conduct
social media reviews
pre- and post-
employment
13. What does the literature tell us?
Friends and friends-of-
friends can impact reputation
14. What does the literature tell us?
“Real names” and
anonymity are key
debates
15. At least some self-regulation and
censorship by individuals
What does the literature tell us?
16. Mind the gap! (1)
To what extent are individuals evaluating the reputations of others
based on the information found about them online?
What processes do individuals follow to identify and collect online
information about others?
How is online information about individuals rated, assessed, or
validated for the purposes of reputation evaluation?
To what extent does the quality of information collected impact the
determination of individuals’ reputations?
17. Mind the gap! (2)
How do individuals manage online information regarding their combined
professional and private reputations?
How do individuals manage their online and offline reputations as one
“real world” reputation?
To what extent do individuals feel more or less free or restricted
because of the blurred lines between their online and offline worlds?
To what extent do individuals actively monitor their online footprints for
the purpose of reputation management? If so, how and to what extent?
18. How do people relate to, seek,
and use information?
(Bates, 1999, p. 6)
How do we handle ideas and
knowledge, both our own and
other people’s?
(Howkins, 2009, p. 1)
Alignment with some “big questions”
19. Developing a theoretical framework
for empirical work
Difficult: What literature should be considered?
1. General materials related to research themes across many domains
(e.g. Human resources, marketing, information systems, physical
and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS)
studies
20. Developing a theoretical framework
for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains
(e.g. Human resources, marketing, information systems, physical
and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS)
studies
Lots of options:
- Quantitative
- Qualitative
21. Developing a theoretical framework
for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains
(e.g. Human resources, marketing, information systems, physical
and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS)
studies
Mostly Quantitative
22. Developing a theoretical framework
for empirical work
Difficult: Which literature should be considered?
1. General materials related to research themes across many domains
(e.g. Human resources, marketing, information systems, physical
and mental health)
2. Specific material on academic reputations evident in citation analysis
3. Contextual material from everyday life information seeking (ELIS)
studies
Largely Qualitative
23. How best to investigate both research themes?
The challenge? Establishing a way to examine both research themes
simultaneously
Qualitative methods deemed most appropriate
Semi-structured, in-depth interviews to discuss participants’ own
practices
Answering questions on evaluation of others proved more difficult
Four potential solutions …
24. Option 1: Profile mock-ups
Create false user profiles
Information mimics situations
from literature
Participants review mock-ups
Interviews to discuss how
reputations are evaluated
26. Option 3: Observation
Participants discuss evaluation
of others during interview
Participants interacting with
social media accounts with
interviewer present
Ethical issues regarding consent
from participants’ connections
27. Option 4: Diaries and interviews
Participants keep diary for one
week
Simple instructions regarding
what to write about
No formatting guidelines
After diary, participants take part
in a semi-structured interview
28. Best option: Diaries and interviews
Tradition in everyday life information seeking (ELIS) research
Rich data are reliable sources of information and eliminate the
potential for inaccurate reporting
(Narayan, Case, & Edwards, 2011, p. 3)
Several studies use a combination of diary-keeping and interviews
(Agosto & Hughes-Hassell, 2005; Dervin, 1983; McKenzie, 2003; Rieh, 2004)
Although studies vary, they share a common theme: combining the
robustness of two forms of data
29. How did the diary work?
Participants kept diary for one
week
Simple instructions; no
formatting guidelines
Got participants thinking about
their information behaviours
Diaries helped form interview
guides
30. Collecting the data
Sample of 45 UK-based participants
Gen Y, Gen X, and Baby boomers
Short background survey
Diary for one week (electronic or hand-written)
One-hour semi-structured interviews (face-to-face or Skype)
31. Social media an extension of
everyday lives
Varying levels self-censorship
behaviours
Deleting posts
Intentional practices based on
platform use
Managing “the blur”
Generation X: Early findings
32. Difficult to convey evaluations of others
Negative views when opinions are
in stark contrast to their own
Conflicting views on anonymous
accounts and pseudonyms used by
others
More forgiving or lenient when known
in an offline environment
Generation X: Early findings
33. Progress and next steps
Pilot study completed
Main empirical work in progress
Data analysis
Thesis write-up
Doctor Ryan
Main empirical work
Sample of 45+ participants
Gen Y, Gen X, and Boomers
Data analysis
Thesis write-up
34. Indicative bibliography
Ausloos, J. (2012). The “Right to be forgotten”: Worth remembering? Computer Law & Security Review, 28(2), 143–152.
doi:10.1016/j.clsr.2012.01.006
Bates, M. J. (1999). The invisible substrate of information science. Journal of the American Society for Information
Science, 50(12), 1043–1050. doi:10.1002/(SICI)1097-4571(1999)50:12<1043::AID-ASI1>3.3.CO;2-O
Cronin, B. & Askins, H.B. (2000). The web of knowledge: a festschrift in honor of Eugene Garfield. Medford, NJ:
Information Today
Duguay, S. (2014). “He has a way gayer Facebook than I do”: Investigating sexual identity disclosure and context collapse
on a social networking site. New Media & Society, 1–17. doi:10.1177/1461444814549930
Fieseler, C., Meckel, M., & Ranzini, G. (2014). Professional personae: How organizational identification shapes online
identity in the workplace. Journal of Computer-Mediated Communication, 1–18. doi:10.1111/jcc4.12103
Finocchiaro, G. & Ricci, A. (2013). Quality of information, the right to oblivion, and digital reputation. In B. Custers, T.
Calders, B. Schermer, & T. Zarsky (Eds.), Discrimination and Privacy in the Information Society (Vol. 3, pp. 289–299).
Berlin, Heidelberg: Springer Berlin Heidelberg. doi:10.1007/978-3-642-30487-3
Greidanus, E. & Everall, R. D. (2010). Helper therapy in an online suicide prevention community. British Journal of
Guidance & Counselling, 38(2), 191–204. doi:10.1080/03069881003600991
Howkins, J. (2009). Creative ecologies: Where thinking is a proper job. St Lucia, Queensland: University of Queensland
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Copyright attributions
Indicative bibliography (cont.)
Slide 8: Creative commons copyright (1) José Luís Agapito (www.flickr.com/blvesboy); (2) Red Rose Exile
(www.flickr.com/redroseexile); (3) Stefano Mortellaro (www.flickr.com/fazen)
Slide 9 and 32: Creative commons copyright (1) Martin Tews (www.flickr.com/airpark); (2) Sarah Reid
(www.flickr.com/sarahreido)
Slide 15 and 31: Creative commons copyright Horatio3K (www.flickr.com/horatio3k)
Slide 24: Creative commons copyright (1) WireframeSketcher (wireframesketcher.com/mockups) (2) PitchStock
(www.behance.net)
Slide 26: Creative commons copyright Jason Jenkins (www.flickr.com/jdub1980)
All other images copyright Frances VC Ryan
What does that mean?
It’s about how what you share – or don’t share – on social networking sites such as LI, Twitter, FB might impact your overall “whole world” or “real world” reputation.
Four RQs
How do individuals build identities for themselves online?
How do individuals use online information to build and manage their reputations?
How do individuals asses the identities and reputations of others based on the information available to them online?
To what extent are individuals actively practicing identity and reputation building and assessment online?
Information science – including citation analysis and everyday life information seeking
However! Much of the literature is dispersed across a number of other domains
Geoffman’s work on presentations of self ring true within the context of online presentations of self. Information science researchers Bullinghman and Vasconcelos, talk about opportunities to create multiple identities—without the need to reveal one’s true, physical self online
This desire for some individuals to use information for the projection of more than one identity, coupled with a perceived anonymity of the Internet, has provided a platform for individuals to construct multiple online identities without revealing their offline identities.
This paper looks at identity as “representations of self/selves”
Deleting posts after negative reactions, self-reflection, or simple errors
Limiting access to information for some connections / limiting connections