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Teens use social media as a way of ‘making friends’ when they have to determine who to friend on social media platforms and who to actually talk to and connect with.

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Teens use social media as a way of ‘making friends’ when they have to determine who to friend on social media platforms and who to actually talk to and connect with.

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“While social media have the potential to radically alter friendship making processes, most teens use these tools to maintain preexisting connections, turn acquaintances into friendships, and develop connections through people they already know” (Boyd, 2010, p. 91).

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Teens use social media and other technology (IM, etc.) to ‘perform friendships’. Here, friendships are visibly validated by a friending confirmation in ways that they wouldn’t necessarily be outside of the digital world. Gathering a lot of friends can increase status and networking. There is also a lot to consider when picking who to befriend online, especially the social costs of declining the friendship.

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Teens use social media and other technology (IM, etc.) to ‘perform friendships’. Here, friendships are visibly validated by a friending confirmation in ways that they wouldn’t necessarily be outside of the digital world. Gathering a lot of friends can increase status and networking. There is also a lot to consider when picking who to befriend online, especially the social costs of declining the friendship.

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“The Friends feature forces teens to navigate their social lives in new ways. Although youth are in a process of actively negotiating the underlying social practices and norms for displaying friendship online, we have observed an emerging consensus about socially appropriate behavior that largely mirrors what is socially appropriate in offline contexts. The process of adding and deleting Friends is a core element of participation on social network sites. It allows teens to negotiate who can gain access to their content, but it also means that teens have to manage the social implications of their decisions” (Boyd, 2010, p. 100).

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Social media can force the creation of ‘friendship hierarchies’ that might be unnatural outside of the digital world since we connect with different people in different scenarios and comparing the strengths of these friendships might not be possible or appropriate. Visible online friendship hierarchies, like MySpace’s ‘Top 8’ can cause insecurity and drama. Various conventions and unspoken rules, like reciprocity, have been created to try to deal with this.

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Social media can force the creation of ‘friendship hierarchies’ that might be unnatural outside of the digital world since we connect with different people in different scenarios and comparing the strengths of these friendships might not be possible or appropriate. Visible online friendship hierarchies, like MySpace’s ‘Top 8’ can cause insecurity and drama. Various conventions and unspoken rules, like reciprocity, have been created to try to deal with this.

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“Not all teens participate in the social dramas that result from Top Friends, but it does cause tremendous consternation for many. The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works. Top Friends suggests a single, context-free, hierarchical ranking of friends and a hard cut between “Top” friends and everyone else” (Boyd, 2010, p. 103).

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Social media can be used to elevate certain statuses or to create drama. Because gossip is a natural occurrence in schools, students bring this with them to their social media. However, social media has the power to gather more attention and spread rumors faster because it is public.

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Social media can be used to elevate certain statuses or to create drama. Because gossip is a natural occurrence in schools, students bring this with them to their social media. However, social media has the power to gather more attention and spread rumors faster because it is public.

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“While it is unclear whether or not the Internet has changed the frequency of gossip, social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much farther and at a faster pace, making social media a catalyst in teen drama” (Boyd, 2010, p. 105).

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There were no points that I disagreed with because I felt that Boyd did a good job in stating exceptions. Social media norms were discussed but there was always an excerpt about how some teens used the technology or social media differently from most. I felt that it was important to highlight both the information of how things were often done and the fact that this was not always the case, that the use of technology is very individualized, and students differ in their practice.

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There were no points that I disagreed with because I felt that Boyd did a good job in stating exceptions. Social media norms were discussed but there was always an excerpt about how some teens used the technology or social media differently from most. I felt that it was important to highlight both the information of how things were often done and the fact that this was not always the case, that the use of technology is very individualized, and students differ in their practice.

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Internet connection quality, mobile connection vs. computer connection, and location-based restrictions impact how well students are able to participate in online settings outside of school. “Many of the students that expressed an interest in digital media desired a place that allowed them to tinker, play, and collaborate with peers. Libraries and community technology centers often restrict opportunities for more social creative digital media practices. For most of the students in our in-depth cases, school – and more specifically, after-school time – emerged as a fertile space and opportunity to gain access to not only hardware and software but also a social and creative milieu that supported deeper forms of digital engagement, media production, and peer collaboration” (pg. 23).

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The type of online participation students engage in varies. While two common reasons students use the internet are to connect with friends or to learn about personal interests, some students use the internet for civic reasons. “Students receive practically all of their news and information about the civic and political sphere from the internet. In a 2018 study, Vicky Rideout and S. Craig Watkins find that black and Latino youth are actually more likely than their white counterparts to use social media, for example, as a resource for civic expression and participation” (pg. 24).

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·       Access to technology is not the only resource students need to be successful. They also need the wherewithal to navigate the online universe. “A teen may be able to conduct a search to find information related to a task that she is trying to complete. But she must also execute a series of other more nuanced cognitive tasks. For instance, she must be able to critically evaluate search results and make discerning choices regarding the quality, relevance, and usefulness of the information accessed” (pg. 26).

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Despite obstacles, students find creative ways to access the internet and connect with their friends, sometimes with help from teachers or persistent parents. “Even in a home environment that required four siblings to share an outdated PC, Miguel actively participated in a connected gaming community” (pg. 36).

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The only parts of the article I didn’t love were the labels “interest-driven participation” and “friendship-driven participation” on page 24. These labels seem oversimplified and often overlap in my opinion.

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Technology has allowed for young people to be advocates and to be at the forefront of social movements. The internet has acted as a hub for these movements to take hold and spread their messages.  

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Technology has allowed for young people to be advocates and to be at the forefront of social movements. The internet has acted as a hub for these movements to take hold and spread their messages.  

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“The Occupy movement, stopping SOPA, and the power of six million users of Change.com are only three of many examples of how new media impact politics in America,” (p. v).

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Technology allows for young people to find their voice and exert influence on social issues without needing to defer to established institutions. The internet has provided a space where young people can share their voice with a large audience without needing a middle outlet to do so. 

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Technology allows for young people to find their voice and exert influence on social issues without needing to defer to established institutions. The internet has provided a space where young people can share their voice with a large audience without needing a middle outlet to do so. 

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“Participatory politics afford individuals the capability to reach a sizable audience and mobilize others through their social networks in an easy and inexpensive manner.” (p. vi).

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New tech has created a new phenomena called participatory politics which is when people interact with their peers about political issues. Technology has that made this very easy as one can simply send a tweet or respond to other ideas at the touch of a mobile device. The spread of political ideas is easier than ever and 41% of young people have engaged in this. 

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New tech has created a new phenomena called participatory politics which is when people interact with their peers about political issues. Technology has that made this very easy as one can simply send a tweet or respond to other ideas at the touch of a mobile device. The spread of political ideas is easier than ever and 41% of young people have engaged in this. 

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“Participatory politics are an important dimension of politics,” (p. vii).

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Young people are very aware of the limitations and challenges of tech. Since ideas are so easy to spread, we now have the danger of spreading incorrect information and young people recognize this danger. 84% of survey respondents say young people will benefit from learning more about how to identify if the information they find online is trustworthy.

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Young people are very aware of the limitations and challenges of tech. Since ideas are so easy to spread, we now have the danger of spreading incorrect information and young people recognize this danger. 84% of survey respondents say young people will benefit from learning more about how to identify if the information they find online is trustworthy.

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“Youth recognize the challenge of judging the credibility of the information they receive through these media.” (p. x).

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I was surprised when the author pointed out that young people are aware of the limitations of information on the internet and want to know how to identify trustworthy information. This pushes my thinking, because I find myself looking at tech through my lens and have not always stopped to think how people younger than me have grown up with way more technology in their lives. In my daily life I constantly see misinformation passed along as fact and it is great to see young people are more proactive about this. It is important to realize the wisdom and curiosity our young people have. Our students often already have ideas of what they need to learn, and we have to realize that we need to listen.

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Quantitative vs. Qualitative measures of data usage

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Quantitative vs. Qualitative measures of data usage

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·   Quantitative measures of media usage do not tell the whole story; there are so many factors and interplay of different media habits that goes unseen.
“Our approach is closer to those of qualitative researchers who take a more holistic approach to media engagement by focusing on how social and cultural categories are cut from the same cloth as media engagement, rather than looking at them as separate variables” (Ito et al., 2010, p. 36).

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·   Young people/teens are largely using tech as a means to “hang out” with each other; either as a means to coordinate time to spend together, or to spend time together online when the opportunity to do so in person is not an option.
“youth mobilize new media communication to construct spaces for copresence where they can engage in ongoing, lightweight social contact that moves fluidly between online and offline contact” (Ito et al., 2010, p. 38).

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·   Kids on the internet use “fortuitous searching” as a form of messing around, which is clicking through links to learn about random things, rather than having a specific learning goal in mind when searching.
“Rather than finding discrete forms of information, such as the exchange rate between the United States and Great Britain, the color of a particular flower, or the name of the twentieth U.S. president, fortuitous searching involves moving from link to link, looking around for what many teenagers describe as “random” information” (Ito et al., 2010, p. 54).

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Young people also use the internet as a means of deep-diving and into their hobbies and becoming experts/developing expertise; i.e. geeking out.
“This stance is characteristic of the young people we interviewed who were involved in a media fandom, such as the young people in Mizuko Ito’s “Anime Fans” study, in Becky Herr-Stephenson’s “Harry Potter Fandom” study, or the more committed gamers who partici- pated in Matteo Bittanti’s “Game Play” study (Ito et al., 2010, pp. 65-66).

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The author talks about kids texting/calling while they are hanging out with people already, and attributes it to wanting to continue to build a space to hangout:“The drive to hang out, and the use of new media to coordinate such endeavors, continues even when there may be a co-present, cohesive group” (Ito et al., 2010, p. 49).I think this is an oversight of the power of addiction. Social tech use stimulates the dopamine centers of our brains and is hard to stop doing. I am not saying the authors are completely wrong, but I would like to know how much of it is addiction and how much of it is the desire to coordinate spaces to hang out.