P2

Seven years later, social media are now a cornerstone of everyday life.  While many of the brands have changed, we are no living in times when social media applications such as Facebook, Twitter, Tumblr, and Snapchat have mass popular appeal; when most technologies claim to have a ‘social’ element; and when it makes increasingly little sense to distinguish between ‘online’ and ‘offline’.

(Selwyn & Stirling)

P2

Monday, August 24^th, 2015 was the first day that one billion people used Facebook during a single day.

(Selwyn & Stirling)

P2

Other social media platforms have also come to dominate how people’s lives are lived online – such as Instagram, Twitter, Snapchat, Tumblr, Pinterest and Reddit.

(Selwyn and Stirling)

Intro

Social Media is a medium for mass interaction that ‘help[s] people connect and collaborate, socialize, and coordinate’.

(Selwyn & Stirling)

P4

In contrast, we know from research outside of education that the use of social media by young people is complex, convoluted and often contradictory.

(Selwyn & Stirling)  

P4

For example, recent studies have pointed to how teachers’ and institutional use of social media platforms such as Facebook can contribute to ‘context collapse’ where previously clear hierarchies and modes of interaction between teachers and students are challenged and sometimes reformulated.

(Selwyn and Stirling) 

P4

Other studies have begun to address the part that social media play in the changing nature of information and knowledge – for example, the gradual acceptance of Youtube and Wikipedia as valid reference sources in schools and university.

(Selwyn and Stirling)

P3

Melissa, a former high school English teacher in a nearby community, utterly defies the stereotype that technology turns females off. She has been an avid advocate of incorporating technology into classroom instruction by serving as an instructional technology integration coach at NHS since 2009.

(Wang)  

P3

Teachers spend less time in the copy room, but more time behind computers to ensure teaching materials are Internet-driven, current, and contemporary.  Students seem to welcome the change as well, and respond favorably to engaging classrooms brought by the appropriate use of technology.

(Wang)  

P3

I’ve been taking time contemplating the feasibility of using school’s social media as an open, transparent communication platform serving our school and community.

(Wang)

P4

After all, instructional technology and social media are fundamentally different. Instructional technology, as its name implies, serves the purpose of instruction, whereas social media is open to the public and can start a wildfire if used inappropriately.

(Wang)

P4

The Missouri law that barred teachers from using social media websites that allow “exclusive access” with students was shortly repealed given the potential infringement on educators’ freedom of speech (eSchool News, 2011).

(Wang)

P4

Last month, a 16-year-old student created a fake Facebook profile for a teacher and used this phony Facebook page to conduct inappropriate conversation with other students on Facebook. The student is now facing felony charges of online impersonation.

(Wang) 

P4

Does our school encroach on parents’ free speech if we delete an unhappy parent’s comment on our school’s Facebook page?

(Wang)

P4

I agree with the necessity of having social media policy in place as boundaries to prevent potential drama or, even worse, litigation.

(Wang)

P3

Along with educators’ using of social media in instructional environment (Aydin, 2012), all levels of educational institutions have embraced a new way of using social media to communicate with stakeholders. At the forefront of institutional use of social media in education, U.S. Department of Education has become an active user of social media on Facebook, Twitter, and YouTube.

(Wang) 

P3 or P5

At school district level, the Los Angeles Unified School District might be the first district in the United States that hired a full-time social media director aiming to broaden the district’s community outreach (Quillen, 2012).

(Wang)

P3

The Supreme Court has held that school-sponsored activities are not normally protected from administrative control by the First Amendment (Hazelwood v. Kuhlmeier, (1988).  Is it legal for a school to censor comments made by students, teachers, parents, and community members on school’s social media websites.

(Wang)

Conclusion

Technology is neither good nor bad: nor is it neutral…technology’s interaction with the social ecology is such that technical developments frequently have environmental, social, and human consequences that go far beyond the immediate purposes of the technical devices and practices themselves.

(Boyd and Crawford)

P3 - Transitioning

Will large-scale search data help us create better tools, services, and public goods?  Or will it usher in a new wave of privacy incursions and invasive marketing.

(Boyd & Crawford)

P2

Data analysis is most effective when researchers take account of the complex methodological processes that underlie the analysis of that data.

(Boyd & Crawford) 

P2

Data analysis is most effective when researchers take account of the complex methodological processes that underlie the analysis of that data.

(Boyd & Crawford) 

P2

Twitter provides an example in the context of a statistical analysis.  Because it is easy to obtain – or scape – Twitter data, scholars have used Twitter to examine a wide variety of patterns (e.g. mood rhythms (Golder & Macy 2011), media event engagement (Shamma etal.  2010), political uprisings (Lotan et al. 2011), and conversational interactions (Wu et al. 2011).

Boyd & Crawford

P2

Twitter does not represent ‘all people’, and it is an error to assume ‘people’ and ‘Twitter users’ are synonymous: they are a very particular sub-set. Neither is the population using Twitter representative of the global population.

(Boyd & Crawford)

P2

While some users post content frequently through Twitter, others participate as ‘listeners’ (Crawford 2009, p. 532). Twitter Inc. has revealed that 40 percent of active users sign in just to listen (Twitter 2011). The very meanings of ‘user’ and ‘participation’and ‘active’ need to be critically examined.

(Boyd & Crawford)

P2

As Manovich (2011) points out, ‘only social media companies have access to really large social data – especially transactional data.

(Boyd & Crawford)

P2

Some companies restrict access to their data entirely; others sell the privilege of access for a fee; and others offer small data sets to university-based researchers.

(Boyd & Crawford)

P3

New social media tools present potentially promising opportunities for States to inform and connect with more educators, parents, business leaders and community leaders as well as engage with them by seeking feedback and ideas. 

(Network)

Introduction

Fifty-eight million Americans (22 percent) report that they use social media “several times a day.”

(Network) 

P2

Facebook has 955 million users, and Twitter has 500 million users; while Youtube streams more than four billion videos daily.

(Network)

P3

Specifically in education, researchers found that 61 percent of teachers, principals and librarians are active in at least one social media space. Many of those educators say they use it for professional development purposes by participating in webinars, watching YouTube videos, listening to podcasts or reading and contributing to blogs.

(Network) 

P3

Key Discussion Questions to Consider When Developing a Social Media Plan:Who is the audience? Where do they get their news, what platforms do they use?  What are the key messages we want to promote?  What do we want our key audience to do once they are engaged?  What information will populate our social media platforms?  Who will manage the effort and create content, and who must approve posts?  How will we engage in a meaningful way with our audiences?  How will we prepare for managing challenges?

(Network) 

Conclusion

Simple Rules of the Road:  Many governmental organizations have created clear objectives (for example, fostering dialogue around meaningful reform).  They have then set clear guidance for behavior not tolerated (that is, profanity, slurs, personal attacks).  Once the policy is in place, States have worked to ensure that the policy is visible to all.

(Network)

P4

Despite the many upsides of using social media, SEAs, like other government entities, have struggled with the challenges presented in communicating through social media.

(Network) 

P4

These challenges could include everything from a negative comment posted on an agency’s Facebook page to the launch of a Twitter campaign opposing a major policy shift.

(Network)

Conclusion

Many government organizations have found that the best way to manage social media conversations is to set clear online rules for those who might comment and post them directly on the social media sites.

(Network)

Conclusion

The response time on social media is mintues, not hours – while clarity and completeness are still paramount in crisis response, the ability to move swiftly can make a difference, government agencies have found.

(Network)

Conclusion

Social media can be a useful tool, but their use has worked better for States when it is well thought out and properly planned as part of an overall communications and engagement strategy. Don’t just tweet or post on Facebook; rather, strategize, plan and prepare. 

(Network)

Conclusion

Social Media can be a useful tool, but their use has worked better for States when it is well thought out and properly planned as part of an overall communications and engagement strategy. Don’t just tweet or post on Facebook; rather, strategize, plan, and prepare.

(Network)  

P4

Cyberbullying is a problem affecting a meaningful proportion of youth as they embrace online communication and interaction.

(Hinduja & Patchin)

P4

  A meaningful proportion of teens, however, is being exposed to interpersonal violence, aggression, mistreatment, and harassment while online-through what has been termed “cyberbullying,” defined as “willful and repeated harm inflicted through the use of computers, cell phones, or other electronic devices”.

(Hinduja and Patchin)

P4

Common forms of cyberbullying include sending threatening messages using a computer or cell phone, posting libelous or harassing messages on one’s Facebook page, or uploading unflattering or humiliating pictures or videos to the Internet without permission.

(HInduja and Patchin)

P4

 Among thirty-five articles published in peer-reviewed journals

known as of 2011 that included cyberbullying victimization

rates, figures ranged from 5.5 to 72 %.

(Patchin and Hinduja)

P4

Despite the variability across studies, these rates demonstrate that a meaningful proportion of adolescents are involved in cyberbullying.

(Patchin and Hinduja)

P4

 In addition, bullying (both offline and online) has been tied to host of other negative psychosocial and behavioral outcomes such as suicidal ideation, dropping out of school, aggression and fighting, drug use, and carrying a weapon to school (Ericson 2001 ; Hinduja and Patchin 2007 , 2008 , 2009 , 2010a ; Rigby 2003 ; Seals and Young 2003 ; Slee andRigby 1993 ; Ybarra et al. 2007 ; Ybarra and Mitchell 2004).

(Patchin and Hinduja)

Introduction

 As noted above, parents have a very strong influence on the

behavior of their children. Numerous studies have identified

that youth with supportive, involved, attentive, and non-permissive

parents are less prone to delinquency (Glueck and

Glueck 1950 ; Simons et al. 2007 ; Simons et al. 2004 ).

(Patchin and Hinduja)

Introduction

Even in situations where parents are

not able to directly supervise the behaviors of their children,

the positive relationship (or bond) between parent and child

can insulate the youth from participating in deviant activities.

(Patchin and Hunduja)

P4

Research has shown that the school experience as a whole, if marked by connectedness, bonding, productive rule-setting, and respectful and warm

relationships between teachers and students, can serve as a strong protective factor for youth (Cernkovich and Giordano

1992 ; Resnick et al. 1993 ).

(Patchin and Hinduja)

Conclusion

 Ideally, both parents and educators can work together to

support youth during the identity formation process that

occurs during this tenuous point of their developmental

 trajectory.

(Patchin and Hinduja)

Introduction

Parents and educators might serve to attenuate or

weaken the effect of delinquent peers if they carry out their

roles effectively, while ineffectiveness on their part perhaps

enhances the power of negative socialization from

 peers.

(Patchin and Hinduja)

P4

 Failure to properly monitor, train, and discipline

children no doubt increases the likelihood that they will

gravitate towards delinquent peer associations (Dishion

 et al. 1991 ; Patterson and Dishion 1985 ).

(Patchin and Hinduja)

P2

These are the percentages as to which each website appeals to the most:

1) Facebook - 67% - women ages 18-29, 2) Twitter - 16% - adults ages 18-29; African American or Urban residents, 3) Instagram - 13% - adults ages 18-29, African Americans, Latinos, women, Urban residents.

(Duggan & Brenner) 

P2

Internet users under 50 are particularly likely to use a social networking site of any kind, and those 18-29 are the most likely of any demographic cohort to do so (83%). Women are more likely than men to be on these sites. Those living in urban settings are also significantly more likely than rural internet users to use social networking.

(Duggan & Brenner)  

P3

With the advancement of modern technology, the internet has become

a standard platform for many forms of communication and education.

(Weatherspoon, Weatherspoon, & Ristau). 

P3

Millenials consider technology as part of their everyday life and use it for personal interaction or a source of information.

(Weatherspoon, Weaterspoon, & Ristau)

P3

 Additional studies have shown that social media enables new ways of access to and sharing of information, social support, emphasize collaboration and participation of the stakeholders involved, and increase individuals’ direct participation (Antheunis, Tates, & Nieboer, 2013).

(Weatherspoon, Weaterspoon, & Ristau)

Conclusion

Habrial (2013) states that one quarter of the world’s

population uses social media and the numbers continue to

grow.

(Weatherspoon, Weatherspoon, & Ristau) 

P3

However, if you are not familiar with these media sources, one might feel that they are in a foreign land when asked, do you post, pin, tweet,

snap, or text?

(Weatherspoon, Weatherspoon, & Ristau)

P2

 Facebook was launched in 2004 by Mark Zuckerberg.

It was initially developed as an online social networking site

for college students to connect and share with family and

friends. The success of Facebook led to a widespread launch

and is open to anyone over the age of 13; and today it is

considered the world’s largest social network (GCF Global,

2015). Facebook is easy to use and allows members to update

their status with posted comments, photos, and links. In

addition, they may respond to their friends or family’s posts.

Setting up a Facebook account allows you to choose levels of

 security that determine privacy settings.

(Weatherspoon, Weatherspoon, & Ristau)

P2

However, digital natives tend to communicate in shorter more instant

forms such as instant messaging, text messaging, blogging, or via a social networking site called Twitter (Skiba, 2008).

(Weatherspoon, Weatherspoon, & Ristau)

P2

Considered as micro-blogging, Twitter is an online social

networking service that enables users to send and read short

140-character messages called “tweets”. Registered users can

read and post tweets, but unregistered users can only read

them. A hashtag (#) is a keyword assigned to information

and describes a tweet in order to aid in searching.

(Weatherspoon, Weatherspoon, & Ristau)

P2

Taking instant to a higher level, Instagram uses pictures

or videos to convey messages. This social media site allows

 users to post and edit pictures.

(Weatherspoon, Weatherspoon, & Ristau)

P2

Instagram is generally used as an app on a smartphone so that spontaneous photos may be shared. Photos may be sent privately and directly to friends or posted on other media sites such as Facebook or Twitter.

(Weatherspoon, Weatherspoon, & Ristau).  

P2

The framework we use (see Figure 1) is a honeycomb of seven functional building blocks: identity, conversations, sharing, presence, relationships, reputation, and groups.

(Kietzman, Hermkens, McCarthy, and Silvestre)

P2

In the virtual world, this happens through status lines like ‘available’ or ‘hidden.’ Given the increasing connectivity of people on the move, this presence bridges the real and the virtual.

(Kietzman, Hermkens, McCarthy, and Silvestre) 

P2

The identity functional block represents the extent to which users reveal their identities in a social media setting. This can include disclosing information such as name, age, gender, profession, location, and also information that portrays users in certain ways.

(Kietzman, Hermkens, McCarthy, and Silvestre) 

P2

Yet others see social media as a way of making their message heard and positively impacting humanitarian causes, environmental problems, economic issues, or political debates (Beirut, 2009).

(Kietzman, Hermkens, McCarthy, and Silvestre).  

P2

Sharing represents the extent to which users exchange, distribute, and receive content.

(Kietzman, Hermkens, McCarthy, and Silvestre)

P2

 By ‘relate,’ we mean that two or more users have some form of association that leads them to converse, share objects of sociality, meet up, or simply just list each other as a friend or fan.

(Kietzman, Hermkens, McCarthy, and Silvestre)

P2

A widely discussed relationship-group metric is Dunbar’s Number, proposed by anthropologist Robin Dunbar (1992), who theorized that people have a cognitive limit which restricts the number of stable social relationships they can have with other people to about 150.

(Kietzman, Hermkens, McCarthy, and Silvestre) 

 Intro

Social media employ mobile and web-based technologies to create highly interactive platforms via which individuals and communities share, cocreate, discuss, and modify user-generated content.

(Kietzman, Hermkens, McCarthy, and Silvestre).  

Conclusion

Social media introduce substantial and pervasive changes to communication between organizations, communities, and individuals.

(Kietzman, Hermkens, McCarthy, and Silvestre) 

P2

Thanks to their Facebook pages, students who joined virtual

learning environment showed improvement in academic performance. Facebook powerful Profile tools gave a chance for the teachers to make friends with each other. The teachers also shared a lot of information with their colleagues on profile pages. Thus, contribution to education has increased due to these sharings.

(Biscen & Uzunboylu)

Conclusion

It develops the team-working skills; helps one’s personal development; could increase the students’ successes; could be helpful for both teachers and students when used as a supportive material in lessons; allows to

share information between colleagues’ could make students show more interest in lesson; could make learning more enjoyable; helps teachers and students to know each other better via the profile pages.

(Biscen & Uzunboylu)

P3

Using Chat tools,  member teachers were able to chat with each other online. This way, they could get support concerning their lessons instantly.

(Biscen & Uzunboylu) 

P2

Facebook made it easier to find lesson materials; adding materials made lessons more interesting to the students.

(Biscen & Uzunboylu)

P2

Colleagues showed interest in others’ opinions when materials were shared; video materials on Facebook created stability in education; sending notifications to students when subject materials were added caused an increase in participation; sending subject materials helped each

person to develop themselves; sharing materials about lesson would increase the interest students show at the lessons.

(Biscen & Uzunboylu)

Conclusion

The study results showed that the teachers’ opinions of Facebook use for educational purposes became more positive.

(Biscen & Uzunboylu) 

P3

They expressed the view that the students’ file and link sharings will

 increase their participation and motivation.

(Biscen & Uzunboylu)

P3

Thanks to social networking websites, students can get to know each other better and take education to its highest level, and thus become more qualified with the help of different tools.

(Biscen & Uzunboylu)

Conclusion

could increase students’ motivation by allowing them to communicate with each other; encourages colleagues to learn more; could increase students’ will to learn by sharing extra resources about their homework; helps students to find out what goes on in the world through daily news; enables them to share information about scientific studies.

(Biscen & Uzunboylu)

P4

Many high school teachers are prohibited from interacting with students in social media sites despite the fact that the majority of teenagers actively use them.

(Bridges)

Intro

According to the Pew Internet and American Life Project, 73% of teenagers use online social networking sites (Lenhart, Purcell, Smith, & Zickuhr, 2010). It is a staggering number when one considers that most social networking sites have been in existence for fewer than

10 years.

(Bridges)

P2

Facebook, for example, was launched in 2004 and Twitter was launched in 2006. Young adults and teenagers are online and using these sites on a daily basis, but who is teaching them the skills they need to be critical consumers of social media?

(Bridges)

P4

The topic of social media, in particular online social networking, was viewed with trepidation and the teachers were especially leery of “friending” students on Facebook.

(Bridges)

P4

Their hesitancy is warranted because many K-12 schools throughout the country have social media policies that restrict student and teacher interaction on social media sites.

(Bridges)

P4

Recently, the state of Missouri went so far as to enact a law requiring school districts to implement social media policies about student

and teacher interactions online (Preston, 2011).

(Bridges)

P3

We can interact in virtual spaces with students at the tail-end of their teenage years—the first opportunity most students have to engage with instructors about social media sites from within the sites themselves.

(Bridges)

Intro

“The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.”

(Bridges)

Intro

5 topics discussed concerning teaching social media literacy:

(1) attention: the ability to identify when focused attention is required and to recognize when multitasking is beneficial;

(2) participation: more than consumers, participants actively participate—knowing when and how to participate is important;

(3) collaboration: participants can achieve more by working together than they can working alone;

(4) network awareness: an understanding of social and technical networks;

(5) critical consumption: identifying trustworthiness of the author or text

(Bridges)

P2

Twitter was the second most popular social networking site in 2010 (BBC News).

(Bridges)

P2

Despite the fact that Twitter received a lot of popular press and media attention, young adults aged 18-24 represented a small minority of users (Pingdom, 2010).

(Bridges)

P2

Therefore, I could require the students to use Twitter without invading

their privacy.

(Bridges)

P2

Social networking is a way that helps many people feel as though they belong to a community.

(Stollak, Vandenberg, Burklund, & Weiss)

P4

With smart phones being able to access the internet and have

applications of social networking, many are concerned about how smart phones with social networking applications will affect students’ grades.

(Stollak, Vandenberg, Burklund, & Weiss)

P2

Social networking became popular between 2004 and 2006, after Facebook and MySpace were created. Facebook has over 500 million members and it is still growing.

(Stollak, Vandenberg, Burklund, & Weiss)

Intro

Smart phones are a new concern to the academic world when it comes to social networking. A smart phone is a cell phone that "allows users to choose the applications they want to install" while acting as a communication and computing device (tech-faq.com).

(Stollak, Vandenberg, Burklund, & Weiss)

P2

Whittemore School of Business and Economics recently conducted a survey of over 1,000 students. They asked questions regarding which social network sites were used, how much time they spent on a site,

what their grade point average (GPA) was, and what they were going to school for. It was concluded that there is no correlation between how much time is spent on a social networking site and grades (Martin, 2009).

(Stollak, Vandenberg, Burklund, & Weiss)

P4

Karpinski focused on the relationship between time spent on Facebook and the academic performance of students (San Miguel, 2009). The overall finding indicated "more time on Facebook equals slightly lower grades" (San Miguel, 2009). In Karpinski's study the average Facebook user had a GPA of 3.0 to 3.5, while the non-Facebook user had a GPA of 3.5-4.0.

(Stollak, Vandenberg, Burklund, & Weiss)

P4

Also, the average Facebook user studied for 1-5 hours per

week, while the non-Facebook user would student 11-15 hours per week.

(Stollak, Vandenberg, Burklund, & Weiss)

P4

Kirschnera revealed that students who multi-task between social networking sites and homework are likely to have 20% lower grades than a student who does not have a social networking site in visual range.

(Stollak, Vandenberg, Burklund, & Weiss)

P4

Users of Facebook have an average "GPA of 3.06, while non-users

 have an average GAP of 3.82" (Choney, 2010).

(Stollak, Vandenberg, Burklund, & Weiss)

P4

“I’m an addict. I just get lost in Facebook” replies a young mother when asked why she does not see herself able to help her daughter with her homework. Instead of supporting her child, she spends her time chatting and browsing the social networking site [1].

(Kuss & Griffiths)

P4

The mass appeal of social networks on the Internet could potentially be a cause for concern, particularly when attending to the gradually increasing amounts of time people spend online [5].

(Kuss & Griffiths)

P4

Young [7] argues that there are five different types of internet addiction, namely computer addiction (i.e., computer game addiction), information overload (i.e., web surfing addiction), net compulsions (i.e., online gambling or online shopping addiction), cybersexual addiction (i.e., online pornography or online sex addiction), and cyber-relationship

addiction (i.e., an addiction to online relationships).

(Kuss & Griffiths)

Intro

In terms of SNS history, the first social networking site (SixDegrees) was launched in 1997, based on the idea that everybody is linked with everybody else via six degrees of separation [9], and initially referred to as the “small world problem” [11].

(Kuss & Griffiths)

P4

Egocentrism has been linked to Internet addiction [14]. Supposedly, the egocentric construction of SNSs may facilitate the engagement in addictive behaviors and may thus serve as a factor that attracts people to using it in a potentially excessive way.

(Kuss & Griffiths)

Conclusion

Empirical research has also suggested gender differences in SNS usage patterns. Some studies claim that men tend to have more friends on SNSs than women [22], whereas others have found the opposite [23].

(Kuss & Griffiths)

P2

Another study by Barker [37] presented similar results, and found that collective self-esteem and group identification positively correlated with peer group communication via SNSs.

(Kuss & Griffiths)

Conclusion

Furthermore, SNS usage has been found to differ between people and cultures. A recent study [52] including samples from the US, Korea and China demonstrated that the usage of different Facebook functions was associated with the creation and maintenance of either bridging or bonding social capital.

(Kuss & Griffiths)

Conclusion

These findings indicate that due to cultural differences in SNS usage patterns, it appears necessary to investigate and contrast SNS addiction in different cultures in order to discern both similarities and differences.

(Kuss & Griffiths)

P2

This appears to show that SNSs are primarily used as a tool for staying connected. Staying connected is beneficial to such individuals because it offers them a variety of potential academic and professional opportunities, as well as access to a large knowledge base.

(Kuss & Griffiths)

P4

Some studies have highlighted a number of potential negative correlates of extensive SNS usage. For instance, the results of an online survey of 184 Internet users indicated that people who use SNS more in terms of time spent on usage were perceived to be less involved with their real life

communities [71].

(Kuss & Griffiths)

P4

According to a more recent study assessing the relationships between Facebook usage and academic performance in a sample of 219 university students [73], Facebook users had lower Grade Point Averages and spent less time studying than students who did not use this SNS. Of the 26% of

students reporting an impact of their usage on their lives, three-quarters (74%) claimed that it had a negative impact, namely procrastination, distraction, and poor time-management.

(Kuss & Griffiths)

Introduction

Technological collaborative learning occurs in two ways, asynchronous

and synchronous learning. First, asynchronous learning via technology includes blogs (Hanson, 2011; Olofsson, Lindberg & Hauge, 2011; Wolf, 2010), wiki (Crossman & Bordia, 2011; Lin & Yang, 2011), and social network-based learning (Wodzicki, Scwammlein & Maskaliuk, 2012) where instruction and interaction occur as students post information.

(Creighton, Foster, Klingsmith, Withey) 

Introduction

Second, synchronous learning via technology includes videoconferencing

(Scott, Castaneda, Quick & Linney, 2009), live classes, and e-office hours for student/faculty interaction (Nian-Shing, Hsiu-Chia, Kinshu & Taiyu, 2006).

(Creighton, Foster, Klingsmith, Withey) 

P4

Students spend an average of 7-8 hours each day using social media (Ericson, 2011; Rideout, Foehr & Roberts, 2010), but only 11%

of students indicated they use social networking sites for academic

 purposes (Wodzicki, Schwammlein & Maskaliuk, 2012).

(Creighton, Foster, Klingsmith, Withey)

Introduction

We found that social media is frequently used in MSU academic

life. Nearly 74 percent of our respondents identified email as a social

 media they use specifically for academics.

(Creighton, Foster, Klingsmith, Withey)

P3

Our respondents used social media for: group project completion

(77%), individual study (70%), group project discussion (67%),

individual assignment completion (65%), contacting the instructor

(54%), and note sharing (53%). Students also indicated that they

used social media for note-taking, discussion with instructor, individual

assignment discussion, study groups, and substitution for attending

lectures either in lieu of attending class or to make up for missing

class.

(Creighton, Foster, Klingsmith, Withey)

P2

Similarly, there was a general consensus among our participants

that connections are supported via Facebook, Facetime and

Twitter.

(Creighton, Foster, Klingsmith, Withey)

P2

Twitter was identified as a form of social media that allowed students to keep one another up to date with assignments, announcements, and class information.

(Creighton, Foster, Klingsmith, Withey)

P3

Social media use also supported connections developed through

 extracurricular activities.

(Creighton, Foster, Klingsmith, Withey)

P3

This same student also explained she used Instagram

for promoting events associated with her club, “I could Instagram

for promoting stuff with like [student club] with flyers and posting

pictures and people can comment and like it [on Facebook].”

(Creighton, Foster, Klingsmith, Withey)

P4

One participant explained, “With emailing and Facetime, like

it’s never as clear as face-to-face interaction,” and another iterated, “I

think everyone’s clearer with what you’re supposed to do [in person].”

(Creighton, Foster, Klingsmith, Withey)

P4

They felt this demonstrated a lack of personal accountability, which is often found in a face-to-face environment. Students also alluded to the fact that this can lead to lower quality work because there is a, “lack of commitment [with social media]…if someone is sitting next to you we

know like if you are gonna for sure do it.”

(Creighton, Foster, Klingsmith, Withey)

Conclusion

“I’ll Google anything.” This response by participants suggests that students’ unquestionably rely on Google to answer academic questions and conduct research. Our participants seem to trust Google more than any other source available to them, including textbooks and research databases.

(Creighton, Foster, Klingsmith, Withey)

P4

This has likely affected students’ ability to use any other method of research, including online databases, that function differently to Google.

(Creighton, Foster, Klingsmith, Withey)

P2

Data recently collected by Rey shows that college students spend an average of one hour and 40 minutes per day on Facebook.

(Heiberger & Junco)

Conclusion

Leverage this new media to meet your needs and those of your students. We often say we should “meet students where they are”— but it doesn’t make sense to go to the student union to teach chemistry lab skills.

(Heiberger & Junco)

P3

Future healthcare professionals could create and maintain a Facebook page or Twitter account that shares risks and precautions to take for diabetics.

(Heiberger & Junco)

P3

Political science students could use Twitter to keep abreast of breaking news and have realtime, outside-of-class discussions about U.S. budget cuts or the overthrow of a Middle East dictator.

(Heiberger & Junco)

P3

Students can share links, answer questions from the instructor, and

even pose questions to fellow students.

(Heiberger & Junco)

P3

One company, RedRover, helps students orient to your campus by connecting them to clubs, majors, and other students with similar

interests.

(Heiberger & Junco)

P3

As with any new teaching method, pilot your ideas and strategies with students and then rigorously assess them.

(Heiberger & Junco)

P3

In times of fiscal belt-tightening, the use of social media for professional development is a great way for faculty to start finding that value.

(Heiberger & Junco)

P3

Involve yourself in one of many weekly discussions on Twitter

about higher ed, like #SACHAT, #SADOC, #EDCHAT, #PHDCHAT, #EDTECH, and #MUSEDCHAT.

(Heiberger & Junco)

P3

Similarly, multiple Facebook pages created for professional organizations

or by faculty colleagues have wonderful teaching, learning, and pedagogical resources.

(Heiberger & Junco)

P2

According to a recent poll, 22% of teenagers log on to their favorite

social media site more than 10 times a day, and more than half of

adolescents log on to a social media site more than once a day.

(O'Keefe, Pearson, & CCM)

P2

Seventy-five percent of teenagers now own cell phones, and 25% use

them for social media, 54% use them for texting, and 24% use them for

instant messaging.

(O'Keefe, Pearson, & CCM)

P4

Because of their limited capacity for self-regulation and susceptibility

to peer pressure, children and adolescents are at some risk as they navigate and experiment with social media.

(O'Keefe, Pearson, & CCM)

P4

Recent research indicates that there are frequent online expressions of offline behaviors, such as bullying, clique-forming, and sexual experimentation, that have introduced problems such as cyberbullying, privacy issues, and “sexting.” Other problems that merit awareness include Internet addiction and concurrent sleep deprivation.

(O'Keefe, Pearson, & CCM)

P3

opportunities for community engagement through raising money

for charity and volunteering for local events, including political and

philanthropic events;

(O'Keefe, Pearson, & CCM)

P3

enhancement of individual and collective creativity through development

and sharing of artistic and musical endeavors;

(O'Keefe, Pearson, & CCM)

P3

growth of ideas from the creation of blogs, podcasts, videos, and gaming

sites;

(O'Keefe, Pearson, & CCM)

P3

expansion of one’s online connections through shared interests to

include others from more diverse backgrounds (such communication

is an important step for all adolescents and affords the opportunity

for respect, tolerance, and increased discourse about personal and global issues);

(O'Keefe, Pearson, & CCM)

P3

fostering of one’s individual identity and unique social skills.

(O'Keefe, Pearson, & CCM)

P3

Middle and high school students are using social media to connect with one another on homework and group projects

(O'Keefe, Pearson, & CCM)

P4

Cyberbullying is deliberately using digital media to communicate false, embarrassing, or hostile information about another person. It is the most

common online risk.

(O'Keefe, Pearson, & CCM)

P4

Sexting can be defined as “sending, receiving, or forwarding sexually explicit messages, photographs, or images via cell phone, computer, or other digital devices.

(O'Keefe, Pearson, & CCM)

P4

a recent survey revealed that 20% of teens have sent or posted nude

or seminude photographs or videos of themselves

(O'Keefe, Pearson, & CCM)

P4

Researchers have proposed a new phenomenon called “Facebook depression,” defined as depression that develops when preteens and teens spend a great deal of time on social media sites, such as Facebook, and then begin to exhibit classic symptoms of depression.

(O'Keefe, Pearson, & CCM)

P4

This collective, ongoing record of one’s Web activity is called the “digital footprint.” One of the biggest threats to young people on social media sites is to their digital footprint and future reputations.

(O'Keefe, Pearson, & CCM)

P4

Many social media sites display multiple advertisements such as banner

ads, behavior ads (ads that target people on the basis of their Web-browsing behavior), and demographic-based ad(ads that target people on the basis of a specific factor such as age, gender, education, marital status, etc) that influence not only the buying tendencies of preadolescents and adolescents but also their views of what is normal.

(O'Keefe, Pearson, & CCM)

P3

Whether working in fully online, blended, or face-to-face learning contexts, instructors may now access technologies that allow students and faculty to engage in cooperative and collaborative learning despite being separated in space and time.

(LeNoue, Hall, & Eighmy)

Introduction

Self-directed learning is largely unconstrained in terms of time and

location and has traditionally been a primary affordance of distance education (Holmberg, 1995).

(LeNoue, Hall, & Eighmy)

Introduction

In fact, with advances in mobile technology, the delineation between computers and various other electronic devices (e.g. mobile phones, music players, personal digital assistants, digital tablets) is blurring, and what was once termed e-learning or computer-mediated learning has become more commonly referred to as digitally mediated learning (DML).

(LeNoue, Hall, & Eighmy)

P3

A Sloan Foundation study of more than 2,500 colleges and universities found online enrollments growing substantially faster than overall higher education enrollment, and the 17% growth rate in online enrollments A 4 Adult Learning far exceeds the 1.2% growth rate in the overall higher

education population (Allen & Seaman, 2010).

(LeNoue, Hall, & Eighmy)

Introduction

There has also been a trend toward the use of blended learning or approaches that combine online and face-toface delivery modes.

(LeNoue, Hall, & Eighmy)

P3

There is a need for delivery systems that can maximize learner independence and freedom by supporting open-enrollment and self-paced

learning while providing the capabilities for communication and collaboration demanded by constructivist pedagogies (Anderson, 2005).

(LeNoue, Hall, & Eighmy)

Introduction

These applications have provided Internet users with the ability to easily create, contribute, communicate, and collaborate in the online environment without need for specialized programming knowledge. Applications of this type have become known as social media or social

software.

(LeNoue, Hall, & Eighmy)

Introduction

Social software takes many forms, encompassing but not limited to (a) groupware, (b) internet forums, (c) online communities, (d) RSS feeds, (e) wikis, (f) tag-based folksonomies, (g) podcasts, (h) e-mail, (i) weblogs, (j) virtual worlds, (k) social network sites, (1) instant messaging, texting, and microblogging; (m) peer-to-peer media-sharing technologies, and (n) networked gaming (boyd, 2008; Greenhow, Robelia, & Hughes, 2009; McLoughlin & Lee, 2007).

(LeNoue, Hall, & Eighmy)

Introduction

Informal learning happens naturally in numerous and varied places in the lives of adults as they engage in a wide variety of activities to satisfy needs or provide solutions in everyday life (Merriam et al., 2007).

(LeNoue, Hall, & Eighmy)

Introduction

Dynamic learning environments can be constructed from suites of social software tools by instructors working within the Personal Learning Environment (PLE) paradigm.

(LeNoue, Hall, & Eighmy)

Conclusion

Technology now offers the potential for customization of the learning process to the needs of each student (Reynard, 2007) and for accommodation of any adult learning style.

(LeNoue, Hall, & Eighmy)

Instagram

The popularity of this platform has been growing during recent

years: as of the beginning of 2014 Instagram gathers over

one hundred million users.

(Ferrara & Interdonato)

Instagram

Instagram, being de-signed for mobile users, resembles an amateur photo-blog, as it incorporates features to quickly take photos and apply visual eects, and it oers a minimal interface.

(Ferrara & Interdonato)

Instagram

Various features are made publicly available, including: (i) the users API, which allows sampling from the Instagram user space by querying for specic user account details; (ii) the relationships API,

which retrieves information about specic users, their fol-

lowers and followees; (iii) the media API, which queries for

specic or popular media; (iv,v) the comments and the likes

APIs, respectively, to extract comments and likes from spe-

cic media; and (vi) the tags API, which extracts the key-

words associated with specic media, as attributed by the

social tagging process of Instagram users.

(Ferrara & Interdonato)

Instagram

We selected 72 popular contests and randomly picked up

about 2; 100 users that participated in at least one of those

contests. All media uploaded by these users (including me-

dia that were not tagged with #whp-hashtags) were gath-

ered and their information retrieved and stored into the me-

dia dataset. For each media, we retrieved its unique ID, the

ID of the user who posted it, the timestamp of media cre-ation, the set of tags assigned to the media, the number of

likes and comments it received.

(Ferrara & Interdonato)

Instagram

We want to determine the dynamics of social relations and interactions

on the system and how they shape (if they do) the struc-

ture of the network. In addition, we want to determine

whether or not the community structure reects the self-

organization principle [31] by which individuals in social net-

works tend to aggregate in communities oriented to topical

discussions, and if this, in turn, yields the emergence of a

topically-induced community structure.

(Ferrara & Interdonato)

Instagram

We want also to understand how the cycle of production

and consumption of information (e.g., media) is characterized on Instagram.

(Ferrara & Interdonato)

Instagram

Our nal research questions aims at unveiling the dynam-

ics of user popularity and how this relates to topical in-

terests. We hypothesize that popular users might exhibit

dierent patterns of attention and therefore dierent topi-

 cal interests.

(Ferrara & Interdonato)

Instagram

Here with content consumption we intend that a given user

on the platform has performed some specic action toward a

media produced by another user (e.g., liking or commenting

it.) This draws an interesting parallel between content pro-

duction and social interactions, and provides a slightly dier-

ent perspective from usual studies on platform like social me-

dia such as Twitter, where content consumption is intended

as users rebroadcast others' content (e.g., via retweets) aiming at information diusion rather than interactions.

(Ferrara & Interdonato)

Instagram

To answer our question about the dynamics of social tag-

ging on Instagram (Q3) we investigated three aspects: (i)

the tag popularity at the global level and the distribution

of tags per media; (ii) the distribution of total tags used by

the users and their vocabulary size; and, (iii) the diversity

in tag usage by each individual.

(Ferrara & Interdonato)

Instagram

In recent literature, social media and online communities

have been used as proxy to study human communication

and behavior at scale in dierent scenarios, including social

protests or mobilizations, social inuence and political inter-

ests and much more [9, 13, 14].

(Ferrara & Interdonato)

Instagram

In this work, we addressed popularity and trends emerg-

ing in Instagram. Trends are used to represent popular top-

ics of interest as they are considered indicators of collective

attention [28], and have been studied to detect exogenous

real-world events [39, 6, 20].

(Ferrara & Interdonato)

Twitter

Twitter is an online social networking service launched in 2006 that enables users to send and read short 140-character messages called ‘tweets’. 

(Power)

Twitter

It is unique in that it ‘engages strangers through ideas’ (Ovadia, 2009: 205), via a directed friendship model whereby registered users choose to ‘follow’ other people and build up an instant newsfeed tailored to their personal preferences and interests.

(Power)

Twitter

Unregistered users are also able to read but not post tweets. 

(Power)

Twitter

According to Torrente et al (2012), the key benefits of Twitter are that it is multifocal, immediate, connecting and mobile. 

(Power)

Twitter

A small scale online survey on health care workers’ use of social network sites in a professional capacity found 60% (n=250) of respondents cited Twitter as their preferred social media platform (Byrom, 2014a). 

(Power)

Twitter

Reasons for using social media to support practice fell into four main themes: support through information and connection; enhancing practice; relationships and confidence building. 

(Power)

Twitter

Historically it was seen as a platform for personal communication; however, more recently it has been adopted by a growing body of health professionals and academics to communicate, access, share and disseminate professional information. 

(Power)

Twitter

Twitter is a microblogging service where users can ‘tweet’ short messages of 140 characters. 

(Power)

Twitter

Tweets can include links to blogs, web pages, images, videos, journal articles or provide real-time feedback from a live event such as a conference, thereby disseminating information to a potentially global audience. 

(Power)

Twitter

Professional bodies regularly use Twitter as a communication tool to disseminate information such as, updated guidelines, press releases, links to questionnaires, or recently published research studies. 

(Power)

Twitter

Live tweeting from conferences is now commonplace and is often positively encouraged by organisers who create a conference hashtag. 

(Power)

Twitter

A repository of tweets is then automatically compiled, which can include images (such as Powerpoint slides), links to documents or video clips and summaries of presentations. 

(Power)

Twitter

A repository of tweets is then automatically compiled, which can include images (such as Powerpoint slides), links to documents or video clips and summaries of presentations. Live tweeting at conferences is revolutionising professional networking and information-sharing by providing non-attenders with the opportunity to meaningfully engage with proceedings in real time, thereby opening up the debate to a global audience. 

(Power)

Facebook

For instance, in 2009 and

2010, researchers from the Pew Research Center’s Internet and

American Life Project found that between 67% and 75% of college-

aged young adults used social networking websites (Jones

& Fox, 2009; Lenhart, 2009; Lenhart, Purcell, Smith, & Zickuhr,

2010).

(Junco)

Facebook

While research shows that almost all college students use

Facebook, factors such as gender, race and socioeconomic status

yield varying degrees of technological ownership, adoption and

use within the demographic (Cooper & Weaver, 2003; DiMaggio,

Hargittai, Celeste, & Shafer, 2004; Hargittai, 2008a; Junco, Merson,

& Salter, 2010; Kaiser Family Foundation, 2004).

(Junco)

Facebook

Even though there is professional and popular interest in how

Facebook use affects student learning, not much research has been

conducted on the topic (Abramson, 2011; Kamenetz, 2011; Pychl,

2008).

(Junco)

Facebook

Valenzuela, Park, and Kee (2009) found that civic participation,

life satisfaction, and social trust were related to the intensity

of college students’ Facebook use. In newer research, Ellison,

Steinfield, and Lampe (2011) extended their previous study and

found that engaging in social information-seeking behaviors on

Facebook (to learn more about a person with whom the user

already has a connection) was related to increased social capital,

while using Facebook to maintain relationships and meet strangers

was not.

(Junco)

Negative

Most of the research on the academic outcomes of technology

use has been conducted at the primary or secondary school level

and has found disparate results.

(Junco)

Conclusion

For instance, some studies have found a positive

relationship between using technology with elementary and/or

high school students and academic outcomes like standardized

test scores and course grades (Shapley, Sheehan, Maloney, &

Caranikas-Walker, 2010; Suhr, Hernandez, Grimes, & Warschauer,

2010; Tienken & Wilson, 2007).

(Junco)

Conclusion

In a review of the literature on interactive white boards (IWB), DiGregorio and Sobel-Lojeski (2010) found both positive and negative relationships between IWB use and academic outcomes such as learning

measures, student attitudes, and motivation.

(Junco)

Negative

Results from this study show that time spent on Facebook and

checking Facebook were negatively related to overall GPA, while

time spent on Facebook is slightly negatively related to time spent

studying.

(Junco)

Introduction

It has become cliché to say that the Internet has changed everything, but it did, fundamentally transforming how we communicate and interact.1

(Carroll, Bruno, & VonTschudi 2016)

Positive

All the world’s knowledge and experiences are available at any time with just a click of the mouse. Information is easily accessible and free to anyone with a computer, and communication across continents is as easy as e-mailing someone next door.

(Carroll, Bruno, & VonTschudi 2016)

Introduction

 In 1995, just 14% of American adults used the Internet, but by 2014, 87% were regular Internet users.

(Carroll, Bruno, & VonTschudi 2016)

Introduction

Today, organizations and private citizens in all areas have taken to the Internet to entertain, to inform, and to advocate.

(Carroll, Bruno, & VonTschudi 2016)

Educational Advancement

And in higher education, universities began offering free online courses in an effort to grow their online presence and expand reach and goodwill. Now, massive groups of online students watch the same lectures and (and in some cases take the same tests) as paying inperson students.

(Carroll, Bruno, & VonTschudi 2016)

Social Media

Social media are broadly defined as the use of platforms of electronic communication through which users create online communities.

(Carroll, Bruno, & VonTschudi 2016)

Social Media

Social media use is common; 74% of Internet users spend time on social networking sites, with 71% of online adults using Facebook and 23% using Twitter.

(Carroll, Bruno, & VonTschudi 2016)

Social Media

 Women currently outpace men in social media use, with a recent survey finding 74% of women were users of social media compared with 62% of men.

(Carroll, Bruno, & VonTschudi 2016)

Social Media

These online communities are used to share information, ideas, personal messages, and other content. A variety of social media platforms comprise these communities, including Twitter, Facebook, YouTube, and blogs. 

(Carroll, Bruno, & VonTschudi 2016)

Professional Advancement

The Free Open Access Medical Education (FOAM) movement is an online community that provides medical education through a variety of social media platforms.

(Carroll, Bruno, & VonTschudi 2016)

Law

Quite simply, courts are either throwing open the

doors and granting complete access to the entire contents of social

media accounts or allowing user-selected privacy settings to bar any discovery altogether.

(McPeak 2013)

Law

These polarized approaches to social media discovery place at risk the normative foundations of civil discovery.

(McPeak 2013)

Law

This Article presents a comprehensive framework to promote

consistency and fairness in social media discovery. Part I explains

how social media content fits into the basic framework of other civil

discovery.

(McPeak 2013)

Law

Part II details how social media websites work—

particularly the current leader, Facebook—and analyzes the full

scope of data that may be available in a social media account, while

 also explaining the complicated privacy settings available to users.

(McPeak 2013)

Law

The rules governing discovery need not be revised to address social media

directly, but courts cannot lose sight of the specific principles

governing discovery, including electronically stored information,

 under the existing rules.

(McPeak, 2013)

Law

Consistency can be achieved by recognizing that a user's social media digital footprint must be afforded some protection from overly broad civil discovery. Simply put, courts should not treat as public the social media content that is shielded by privacy settings.

(McPeak 2013)

Law

Courts must also reexamine notions of privacy. Social media

websites like Facebook vow to change society to create more

openness, transparency, and connectivity across the globe.

(McPeak 2013)

Law

Courts should move away from an overly narrow definition of

privacy and should instead view privacy concerns on a spectrum.

Privacy issues arise from the sheer scope and quantity of data

available in a social media account, and unfettered access to this

volume of detailed data, in the aggregate, may itself constitute a

valid privacy concern.

(McPeak 2013)

Law

Taken together, a close adherence to the principles contained in

the existing Federal Rules, coupled with a shift in the understanding of privacy concerns, can solve much of the current unfairness and inconsistency that now occurs in civil discovery of social media data.

(McPeak 2013)

Law

Because social media encompasses so many facets of a person's

life, sound bites or snapshots of unfavorable moments certainly exist

among the wealth of data available through a social media

account. One unflattering post can be blown up and put on display

before a judge or jury and become the overwhelmingly persuasive

 piece of evidence in a case.

(McPeak, 2013)

Law

Taken together, a close adherence to the principles contained in

the existing Federal Rules, coupled with a shift in the

understanding of privacy concerns, can solve much of the current

unfairness and inconsistency that now occurs in civil discovery of

social media data.

(McPeak 2013)

Law

Further, using social media posts as evidence of mental state

may be inaccurate or easily misinterpreted by fact finders. Some of

the prejudicial impact of inaccurate social media portrayals may be

tempered by proper application of the Federal Rules of Evidence,

 particularly the balancing factors under Rule 403.

(McPeak 2013)

Law

Broad civil discovery of social media data may also place an

unintended burden on individual free expression, freedom of

 association, and freedom of speech.

(McPeak 2013)

Law

These basic principles of discovery equally apply to electronically stored information ("ESI").

(McPeak 2013)

Law

Social media accounts are a form of ESI. Under the general

discovery principles, data found on social media websites should

only be discoverable if relevant.

(McPeak, 2013)

Law

Privacy settings are a key feature of social media websites. But

the contents of a social media account—and the intended audience

 for that content—are layered and complex.

(McPeak, 2013, pg.12)

Law

Further, companies like Facebook are known to provide law enforcement and some government agencies access to some private user content.

Indeed, publicized stories, such as those discussed below, confirm

that Facebook privacy settings are imperfect at best, yet the site

remains highly popular.

(McPeak, 2013, pg.15)

Personal Advancement

 To encourage business owners, large and small alike, to use social media as a marketing platform, several social media companies have developed business-specific tools or made it possible to brand an online profile to a business.

(Geho & Dangelo, 2012, pg.61) 

Social Media

The number one deterrent of social media for small business has always been the time commitment required to keep profiles active and the almost impossible task of calculating the return on investment (ROI).

(Geho & Dangelo, 2012, pg.61)

Social Media

The latest figures show that number has grown to 32.7% or some 2.2 billion users (Internet World Stats, 2012). 

(Geho & Dangelo, 2012, pg.62)

Professional Advancement

Overall, 90% of the marketers surveyed agreed with the statement “Is social media important to your business?” and 66% of small business owners strongly agreed with the statement. 

(Geho & Dangelo, 2012, pg.62) 

Professional

80% of marketers indicated social media use generated more exposure for their business. 

(Geho & Dangelo, 2012, pg.62) 

Professional Advancement

Spending as little as six hours weekly generated leads for 52% of marketers, with small business owners more likely to strongly agree to the lead generation question. 

(Geho & Dangelo, 2012, pg.62) 

Major Websites

Facebook, Twitter, LinkedIn, and blogs dominated usage stats, with 92%, 84%, 71%, and 68% respectively, with 78% of small business owners indicating they were more likely to use LinkedIn. 

(Geho & Dangelo, 2012, pg.62) 

Conclusion

Social media is hard work and it takes time in which you can’t automate individual conversations; whereas, social networking is direct communication between the user and the people that he chooses to connect with.

(Geho & Dangelo, 2012, pg.62) 

Professional Advancement

Although various social media lend themselves to marketing, some have become more popular than others. Facebook Business Pages, Facebook Insights, and Twitter are three receiving widespread use today. 

(Geho & Dangelo, 2012, pg.63) 

Professional Advancement

Facebook Business Pages allows businesses to create a profile separate from the owner’s profile, giving “fans” of the business a legitimate place to interact without having to see the owner’s personal Facebook posts. 

(Geho & Dangelo, 2012, pg.63) 

Professional Advancement

Calculating ROI on a Facebook Business Page became easier with the addition of Pages Insights, an analytics type report that Pages users could view at any time to see a snapshot of how their page was doing. 

(Geho & Dangelo, 2012, pg.65) 

Conclusion for Professional

The number one rule of social media is: Stay active. For small business owners, devoting the time and effort to post on their social media outlets every Tuesday and Thursday at 9:00 a.m. is not reasonable. This issue has proven to be more than most small business owners can overcome; and as a result, many simply give up on their dreams of leveraging social media to take their business to the next level.

(Geho & Dangelo, 2012, pg.65-66) 

Conclusion

Everything is media and anything can be propagated through the media. We are living in a society where communication has become decisive, in that it is not only a linking tool, but an element which structures society. 

(Szabo, 2013, pg.36)

Conclusion

Ian Hargreaves would use the expression ambient news to highlight the fact that, presently, we cohabit with media products and are surrounded by them: “Today surrounds us like the air we breathe. Much of it is literally ambient: displayed on computers, public billboards, trains, aircraft and mobile phones” (2003: 3)”.

(Szabo, 2013, pg.36)

Conclusion

We place ourselves in this network through the connections made, and contemporary existence and quality of living depend to a great extent upon the utilities at hand (Szabo 2011, 40-41).

(Szabo, 2013, pg.36)

Conclusion

This is an issue also underlined by Bob Franklin: “But, paradoxically, because so much news is available, people are not always able to discriminate between the good and the bad” (Franklin 2005, 16)

(Szabo, 2013, pg.36)

Conclusion

 A second new sector had at its core the computer, with games, Internet access, but especially through its opening to online trade (Livingstone 1999). 

(Szabo, 2013, pg.36)

Social Media

Journalists use social media for two precise purposes: 1) promoting their own journalistic productions; 2) gathering information, according to a recent study.

(Szabo, 2013, pg.36)

Professional Advancement

 However, if we look at the percentages we see reason for Lucian-Vasile Szabo / Procedia - Social and Behavioral Sciences 163 ( 2014 ) 36 – 43 39 worrying: 84% of journalists use the opportunities offered by social media as sources of information and only 81% of it for publication. 

(Szabo, 2013, pg.37)

Law and Policy

The new technologies also allow the intensification of the surveillance process. Development is seen in two directions, which can become contradictory: (1) surveillance of the environment for the identification of challenges and of those who make attempts to disrupt society and quiet, safe life; (2) use of data to induce control of society, to determine a certain obedient social behaviour. In this context, the future of mass media outlines itself in a thought-provoking and challenging way.

(Szabo, 2013, pg.37)

Positives

 In reality, the advantages of instantaneous communication and of the possibility to establish contact, even over great distances, also benefit those who wish to undermine judicial and social values, to exploit the new communicational convergence in order to fulfill reprehensible purposes. 

(Szabo, 2013, pg.37)

Cyberbullying

We are mentioning here two of them: 1) cyberbullying, which translates as the exposure of children to subtle or direct psychological attacks, often with sexual implications; 2) ideology-based violence, which can imply terrorist, anarchistic attacks, meant to undermine democracy and the values of open societies. 

(Szabo, 2013, pg.38)

Educational Advancement

Interactive, community-focused online tools—like Skype, Twitter, Facebook, YouTube, blogs, wikis, and the educational software Blackboard—are becoming so dominant in the classroom that it's hard to imagine any professor or student making it through a week without them.

(Blankenship, 2011, pg.39)

Educational Advanement

Drawing

from almost 1,000 college and

university faculty nationwide, the

survey revealed that more than

80% use social media in some capacity,

and more than half use the

tools as part of their teaching.

(Blankenship, 2011, pg.40)

Educational Advancement

The survey notes that 30% use

social networks to communicate

with students (trading posts on

blogs, for instance) while more

than 52% use online videos, podcasts,

blogs, and wikis (groupauthored

websites) during class

time.

(Blankenship, 2011, pg.40)

Positives

"What are the benefits of social

media to students?" he muses.

"Plenty: greater engagement, greater

interest, students taking more

control and responsibility for their

education."

(Blankenship, 2011, pg.40)

Positives

Social media often also inspire

new creativity in the way subjects

are taught.

(Blankenship, 2011, pg.40)

Professional Advancement

For somestudents, using social

media is being presented not merely

as a valuable way to participate

in class, but as an essential part of

preparing for a career.

(Blankenship, 2011, pg.41)

Professional Advancement

"The topic of having a blog has come up in all of my comm classes," Bean says. "They say that it's one of the best things you can put on your resume,

that you have a blog that you update at least twice a week.

(Blankenship, 2011, pg.41)

Negatives

For one thing, writing on

a blog usually doesn't mean getting .

paid, and indeed, for a technological

culture that requires so much

work, it rarely results in economic

reward.

(Blankenship, 2011, pg.41)

Social Media

He frequently discusses five interconnected "literacies" of social

media: 

(Blankenship, 2011, pg.42)

Social Media

Attention: The ability to

know where and when to place

one's attention when navigating.

(Blankenship, 2011, pg.42)

Social Media

Network awareness: Broadly,

this means being literate in how

a social media network operates.

Mastering the privacy settings on

Facebook, for instance, requires

literacy.

(Blankenship, 2011, pg.42)

Professional Advancement

 Social media is the latest evolution in the development of communication

pathways and many midwives and students have been advised to avoid

its use professionally.

(Wylie, 2014, pg.502)

Professional Advancement

Since the introduction of social media, there

has been much discussion about its use in

professional practice.

(Wylie, 2014, pg.502)

Social Media

Social media is the platform by which information

and ideas can be created and shared using online

networks and virtual communities (Fisher and

Clayton, 2012; Thackeray et al, 2012).

(Wylie, 2014, pg.502)

Social Media

Information can be sent almost instantly to thousands of people

worldwide without, in most cases, any interference

by governments or organizations.

(Wylie, 2014, pg.502)

Major Media Websites

The four most popular social media tools are Facebook, YouTube,

Twitter and LinkedIn (Alexa, 2014) but the technology

is constantly evolving and there are many more

available.

(Wylie, 2014, pg.502)

Positives

The rapid rise in the use of social media is

changing the way we communicate with each other

at a great pace. At the click of a button thoughts can

be shared with thousands of others.

(Wylie, 2014, pg.502)

Social Media

Another issue is that the ability to communicate

instantly via social media takes away the time to

reflect before making posts or statements that, on

reflection, might be moderated before publication.

(Wylie, 2014, pg.502)

Professional Advancement

Anecdotally, it has been found that many

universities and Trusts offer little appropriate

education on the issues relating to the use of

social media in the health professional arena, and

thus midwives and students either become scared

of using it, do so in private, or use closed groups

with or without using a pseudonym.

(Wylie, 2014, pg.503)

Conclusion

The rapid development of the technology

underpinning social media allows us to

communicate with individuals and families across

the world as never before. As of 1 January 2014,

1.3 billion people have Facebook accounts, 48%

of whom log in daily (Wagner, 2014).

(Wylie, 2014, pg.504)

Social Media

Referring to the impact of social media in

medicine, Ferguson et al (2007: V) suggest that

‘This massive, complex, unplanned, unprecedented

and spontaneous medical empowerment of our

lay citizens may turn out to be the most important

medical transformation of our lifetimes’.

(Wylie, 2014, pg.504)

Professional Adancements

Social media offers opportunities for networking with professionals

world wide.

(Wylie, 2014, pg.506)

Conclusion

The emergence of social media is ‘a

story about community and collaboration on a scale

never seen before…it’s about the many wresting

power from the few and helping one another for

nothing and how that will not only change the

world but also change the way the world changes’

 (Grossman, 2006).

(Wylie, 2014, pg.506)

Social Media

The role of social media in shaping national and global political

landscapes came to the fore in the aftermath of the Iranian elections in 2009, and then in the popular uprisings in North Africa and the Middle East in 2011.

(Van Niekerk & Maharaj, 2012, pg.1162)

Social Media

Social media is a subset of Web 2.0 technologies, which include all online social networks, weblogs, and wikis.

(Van Niekerk & Maharaj, 2012, pg.1162)

Positive

Social media and related technologies have proved to be effective tools in advocacy and emergency communications (Pillay, van Niekerk, & Maharaj, 2010). Mobile phones were a key communications tool in the aftermath of the 2004 Indian Ocean tsunami.

(Van Niekerk & Maharaj, 2012, pg.1162)

Negative

The movement took its struggle online in an effective campaign after

being defeated militarily (Mann, 2008), which Ronfeldt and Arquilla (1998) termed a “social netwar.” Subsequently, social media has played a significant role in a number of large-scale civil disturbances.

(Van Niekerk & Maharaj, 2012, pg.1164)

Negative

 The first major incident occurred in Greece in December 2008, when social media was used to orchestrate demonstrations and gain foreign support following a police shooting and to raise economic

concerns in the country (WMD, 2009).

(Van Niekerk & Maharaj, 2012, pg.1164)

Positive

The value of social media as an information source during a media clampdown is demonstrated by the U.S. State Department requesting a

 delay in Twitter’s scheduled maintenance to monitor events in Iran (Coyle & Meier, 2009; WMD, 2009).

(Van Niekerk & Maharaj, 2012, pg.1164)

Negative

Although nations affected or threatened by social media–instigated political uprisings have attempted to block social media, it is not clear that these forms of censorship can be sustained for protracted periods.

(Van Niekerk & Maharaj, 2012, pg.1165) 

Positive

Other groups use social media models to advocate for transparency. The main group, WikiLeaks, is responsible for releasing many potentially sensitive documents on the conflicts in Afghanistan and Iraq

and diplomatic cables (Goodwins, 2010; Stewart, 2010).

(Van Niekerk & Maharaj, 2012, pg.1165) 

Negative

Social media also may be used to damage or improve the reputation of an organization or individual; Gaines-Ross (2010) labels this “reputation warfare.” The speed with which information spreads through social media makes it difficult to contain the released information (accidental or intentional) that could be damaging.

(Van Niekerk & Maharaj, 2012, pg.1169) 

Social Media

The use of social networking sites (SNSs) has become commonplace amongst students. 

(Bruneel, DeWit, Verhoeven, & Elen, 2013, pg.125)

Social Media

In 1997, SixDegrees.com was launched, a website now believed to be a precursor of more current social networking sites such as Facebook, MySpace, LinkedIn, Twitter, and Hyves. Today the use of social networking sites (hence SNSs) has become commonplace amongst youngsters and young adults. 

(Bruneel, DeWit, Verhoeven, & Elen, 2013, pg.125)

Social Media