The document summarizes several studies from the Pew Internet & American Life Project on teens' use of social media and the internet. Some key findings include: - In 2007, 36% of teens accessed social media sites several times a day. - By 2010, 100% of teens were using the internet daily, with 56% sending messages on social networks and 22% commenting on blogs. - Teens use social media to connect with friends, share content, and learn more about others through customized profiles and shared connections.

1. Lenhart, A., Madden, M., MacGill, A.R., Smith, A., (2007, December 19). Teens and Social Media . Washington, D.C.: Pew Internet Studies .

2. N=9

7. 36% - Several times daily 27% - About once a day 26% - Weekly 11% - Less than once a week 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.

8. 100% - Several times daily 0% - About once a day 0% - Weekly 0% - Less than once a week

9. 100% Send or Read Email 56% Send Msgs on a Social Network Site (SNS) 22% Comment on a blog 11% Write in my own blog 11% Show content online I created 33% Remix online content

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%

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%

13. Web as platform for services Continuous improvement (beta) Rich user interfaces Architecture of participation (self-serve) Design for hackability & remixability Data transformability

15. Web services that allow users to: Collaborate, remix Dynamically update (RSS) Interact innovate Be irreverent Foster Openness, Folksonomies Micro-content sharing between domains, servers, machines (Google Maps)

16. Web 1.0 was all about connecting people. It was an interactive space, and I think Web 2.0 is of course, a piece of jargon , nobody even knows what it means. If Web 2.0 for you is blogs and wikis, then that is people to people? - Tim Berners-Lee

17. We are Web 2.0 Products services internet social-interactive features collaborate remix added- value interact be creative dynamic RSS chronological auto updating Social software live democratic no-hierarchy irreverent micro-content discursive powerful tool powerful arena user-created interactive categories of technologies Web 2.0 represents best ideas from teaching and thinking cooperative learning not new Facebook openness to end users participation change and modify for the better by different people people put their insight in users can share different insights or points of view interest-driven users evolve the (non) final product co-construction co-creation open source an attitude not a technology Platform Services Users as Co-developers The Long Tail customer self-service beta light programming cooperation interact collaborate share data information microcontent cross-platform openness folksonomy user-defined linkages between users and content share multimedia content personal profiling intertechnology applications

19. Allows Students’ Input Collective Intelligence Visualization of Themes Sites for creating Tag Clouds or Word Clouds www.wordle.net www.tagcrowd.com http://www.wordle.net/show/wrdl/2428335/Web_2.0_Tag_Cloud EDCI Web 2.0 Tag Cloud in Wordle

21. Good for resource-sharing Develop & show personal library/interests Find community Best teaching practices (constructivist) Collaborative Archival Timeliness /Data updating Exotic perspectives Learning curve Intrusive – requires your information to open an account Need to evaluate Mile-wide-inch-deep understanding Authorship Addiction

23. Barron, B. (2006) in Human Development, 49, 193-224.

25. Online journals written by individuals ( bloggers ) or collaborations; may be topic-focused or stream of consciousness. May include audio, video, images, etc. Increasingly important source of news (e.g., Huffington Post).

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. Websites that allow uploading of video/audio clips or photos

28. iTunes: an audio playback program developed by Apple. Use iTunes to import songs from CDs, etc. The program can also download songs (for a small fee) from the iTunes Music Store. Podcast: combines the terms iPod and broadcast . They are audio and video broadcasts that can be played on an iPod or on the computer through iTunes.

29. Social networking sites allow people to : Create and customize a multi-media “My Profile” Link to other people & content (e.g., “friend”, “share”) Make, view & traverse connections to others Niche Social Network sites http://en.wikipedia.org/wiki/List_of_social_networking_websites

32. Instant Messaging (IM) Typically online/computer program Real-time Pop-up window Multi-media not just text Texting Typically via cell phone Real-time or inbox message Covert Written text “ Sexting” Flirting by sending semi-nude photos from cell phone to cell phone

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. 65% of U.S. teens (12-17) use SNS 85% of college students (18-24) use an SNS The majority use SNS daily: devoting an average of 9 hours/week Twin Cities teens (17-18) from low-income families (n=600), 77% use an SNS

39. Many different age groups 25-34 pop on Facebook is doubling every 6 mths 35-54 fastest growing demographic 13+ age requirement; Parental consent <13 Genders About equal but slightly more females Ethnicities Certain groups favor certain sites

40. People as important as Content User-generated Profile Customizable and multi-media Link to other People & Content Linkages are made Visible Articulate a list of other users with whom you share a connection: ‘Friends’ Browse & Traverse others’ networks ‘ Rolodex effect’ - build your network from others’

41. Instant messaging Email Audio-- playing, commenting, sharing Video-- editing, commenting, playing, sharing Image/photo-- editing, commenting, sharing Blogging & “kudos” Commenting Bulletin boards Groups to join Customizable Designs Searchability Multiple audiences Replicability

43. Identity Development Relationship Building Peer Support

44. If it was really exciting I would post about it. . . . I remember the second I was done I got on MS and I was like [in his post]: ‘I just finished my extended essay and it was really great and its awesome.’ And that is an example of my emotions (Jeremy, high school student) Multi-media platform for self-presentation & impression management

45. I dentity work online : the “construction of cool” Self-reflection on gender, sexual identity, ethnicity Concealment versus revelation Sometimes when I feel kind of kid-dish I will put on pastel looking backgrounds or if feel like serious than I put on black backgrounds but I must remain feminine, so what I have right now is a black background with pink flowers. (Lily, high school student).

46. SNSs may help users build more and stronger relationships of various types: Bridging capital: our “friends of friends” Bonding capital: “shoulder to cry on” Maintained capital : our “ability to mobilize resources from previous network” (e.g., high school friends, foster families, prior support groups)

47. [I learn] more things and deeper things about t their personality. Like at school we wouldn’t tell…really close or too personal about ourselves. But on MySpace they are more comfortable to share it on there. (Brandy, high school student) Intensifying already close ties F riends, F amily

48. I get more information [about a person] that I wouldn’t have otherwise…their relationship status; what college they are going to; like what they are going through on a personal level... You get afforded different opportunities from the site like with the [presidential campaign] caucus invitation. I wouldn’t have been able to go there. I wouldn’t have known how to get there otherwise. (Tanya, high school student) Extend connections to people & information Online features smooth paths to offline relationships

49. Blurs social & education-related task support I was online and I opened up my Word document to type it up and he [saw a friend online in MS] was saying [using IM] how he was doing too and it was really comforting because I knew I was not the only one doing it. And then, he would ask, “What did you write for Chapter 6?” …and we kind of share ideas that way. (Lee, high school student

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

51. Technological fluencies Communication/Collaboration Creativity People like to be more creative with projects because there’s so much to do on MySpace. You could change so many things…the picture…the outlook of your whole profile. ...Because of that, I think people do try to be more creative and alter things a little to make it more personal to them. (Carl, high school senior, age 18)

52. People create learning contexts for themselves (offline-online spaces blurred) Youth-initiated interest driven communities can span boundaries of formal education/outreach programs, home, & in-between. Youth-initiated interest communities can be self-sustaining given adequate time , freedom , and access to material and people resources

54. Tell Your Child’s Story Create a Personal Online Health Record

55. http://www.imedix.com/ Members of the iMedix community share their experiences and rank medical content in order to make health information personal, organized and accessible to everyone.

57. http://www.patientslikeme.com/ To enable people to share information that can improve the lives of patients diagnosed with life-changing diseases…platform for collecting and sharing real world, outcome-based patient data and establishing data-sharing partnerships with doctors, pharmaceutical and medical device companies, research organizations, and non-profits.

59. Follow f2f with online connection. Network. Incentivize learning the online community features to generate interest & critical mass (i.e., play for points) Spread timely, high-quality content through multiple communication channels Allow for clients to participate, curate, create, share Go where young people already are: either exact platform or similar one you build that they evidently enjoy

60. Know the Terms of Service Age limitations No drug talk, nudity, drug-using pictures, hate speech, bullying, etc. Privacy settings & multiple audiences Keep it positive, upbeat in semi-public Tackle serious issues in private/one-one Authentic profiles but no contact info Showcase talents, skills, best ‘Face’ Respect kids’ space, be a role model

61. Educator & Researcher at intersection of: learning technologies, communication, & new media studies www.cgreenhow.org Founding Chair of the Social Networks Research Collaborative ww.socialnetresearch.org Christine Greenhow, Ed.D. Visiting Research Fellow, Yale University & U of M Email ( [email_address] ) Facebook http://www.facebook.com/christine.greenhow Twitter http://www.twitter.com/chrisgreenhow Social media design projects http://apps.facebook.com/hotdish http://apps.facebook.com/mndaily