Tag Archives: facebook

Hanging Out, Messing Around, and Geeking Out

I am delighted to announce that “Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media” is now in the wild and available! This book was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California. The project was spearheaded by Mimi Ito and my late advisor Peter Lyman. I had the honor of being one of the members of this group and led one of the chapters in this book (the one on “Friendship”). If you’re trying to understand the diversity of youth practices involving new media, this is a book for you!

Conventional wisdom about young people’s use of digital technology often equates generational identity with technology identity: today’s teens seem constantly plugged in to video games, social networks sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youth’s social and recreational use of digital media. “Hanging Out, Messing Around, and Geeking Out” fills this gap, reporting on an ambitious three-year ethnographic investigation into how young people are living and learning with new media in varied settings-at home, in after school programs, and in online spaces. By focusing on media practices in the everyday contexts of family and peer interaction, the book views the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.

Integrating twenty-three different case studies-which include Harry Potter podcasting, video-game playing, music-sharing, and online romantic breakups-in a unique collaborative authorship style, “Hanging Out, Messing Around, and Geeking Out” is distinctive for its combination of in-depth description of specific group dynamics with conceptual analysis.

You can also download a PDF of the book, thanks to MIT Press. All proceeds from purchases of the book go to the Peter Lyman Graduate Fellowship in New Media at the University of California-Berkeley.

This project was one of many funded by the MacArthur Foundation to explore digital media and learning. New projects in this area are being aggregated through the Digital Media and Learning Hub. If you are interested in this area of work, you should also consider attending the first annual Digital Media and Learning Conference in February in San Diego.

Some thoughts on Twitter vs. Facebook Status Updates

The functional act of constructing a tweet or a status update is very similar. Produce text in roughly 140 characters or less inside a single line text box and click a button. Voila! Even the stream based ways in which the text gets consumed look awfully similar. Yet, the more I talk with people engaged in practices around Twitter and Facebook, the more I’m convinced these two things are not actually the same practice. Why? Audience.

There are two critical structural differences between Facebook and Twitter that are essential to understand before discussing the practices: 1) social graph directionality; 2) conversational mechanisms.

Facebook’s social graph is undirected. What this means is that if I want to be Friends with you on Facebook, you have to agree that we are indeed Friends. Reciprocity is an essential cultural practice in Facebook (although they are trying to rip out the functional requirement as it relates to status updates, arguably to compete with Twitter). Twitter, on the other hand, is fundamentally set up to support directionality. I can follow you without you following me. Sure, I can’t DM you in this case, but I’m still consuming your updates. Yes, yes, yes, privacy settings complicate both of these statements. But for the majority of users of each site, this is the way it goes. Stemming from this are a whole lot of social norms about who’s following who and who’s consuming who’s content. It’s pretty clear that the Celebrity will get followed without reciprocating on Twitter, but there’s also a tremendous opportunity for everyday individuals to develop a following. It’s not just the Celebrities who are following different people than the people who follow them; it’s nearly everyone (except for those who think that auto-follow bots relieve social tensions).

On Facebook, status updates are placed on one’s Wall. This allows anyone else (among those with permission) to comment on the update. This creates a conversational space as it is quite common for people to leave comments on updates. Conversely, on Twitter, to reply to someone’s tweet, one produces an at-reply on their own stream. Sure, the interlocutor can read it in their stream of at-replies, but it doesn’t actually get seen or produced on their own page. Thus, a person’s Twitter page is truly the product of their self-representation, not the amalgamation of them and their cohort.

So, practices.. how does this affect practices?

Those using Facebook are primarily concerned with connecting with those that they know (or knew in high school). The status updates are an invitation to conversation, a way of maintaining social peripheral awareness among friends and acquaintances. They’re about revealing life as it happens so as to be part of a “keeping up” community.

Arguably, Twitter began this way, if only because the geeks and bloggers who were among the early adopters were a socially cohesive group. Yet, as the site has matured, the practices have changed (and I’ve watched a whole lot of early adopters who weren’t part of the professional cohort leave). For the most visible, Twitter is a way of producing identity in a public setting. This is where you see personal branding as central to the identity production going on there. It’s still about living in public, but these folks are aware of being seen, of having an audience if you will. Twitter also enables a modern incarnation of parasocial relations. Sure, there are one-sided relationships on Facebook too, but they are far more the norm on Twitter. I can follow the details of a Celebrity’s life without them ever knowing I exist. At the same time, there’s the remote possibility of them responding which is what complicates traditional parasocial constructs. Angelina Jolie could never see me reading about her in the gossip mags and commenting on her latest escapades, but, if she were on Twitter, she could sense my watching her and see my discussion of her. That’s part of what is so delightfully tempting for Celebs.

In short, the difference between the two has to do with the brokering of status. With Facebook, the dominant norm is about people at a similar level of status interacting. On Twitter, there’s all sorts of complicated ways in which status is brokered. People are following others that they respect or worship and there’s a kind of fandom at all levels. This is what Terri Senft has long called “micro-celebrity.” Alice Marwick has been extending Terri’s ideas to think about how audience is brokered on Twitter (paper coming soon). But I think that they’re really critical. What makes Twitter work differently than Facebook has to do with the ways in which people can navigate status and power, follow people who don’t follow them, at-reply strangers and begin conversations that are fundamentally about two individuals owning their outreach as part of who they are. It’s not about entering another’s more private sphere (e.g., their Facebook profile). It’s about speaking in public with a targeted audience explicitly stated.

As you can see, I’m not quite there with my words on this just yet, but I feel the need to push back against the tendency to collapse both practices into one. How audience and status is brokered really matters and differentiates these two sites and the way people see and navigate this.

One way to really see this is when people on Twitter auto-update their Facebook (guilty as charged). The experiences and feedback on Twitter feel very different than the experiences and feedback on Facebook. On Twitter, I feel like I’m part of an ocean of people, catching certain waves and creating my own. Things whirl past and I add stuff to the mix. When I post the same messages to Facebook, I’m consistently shocked by the people who take the time to leave comments about them, to favorite them, to ask questions in response, to start a conversation. (Note: I’m terrible about using social media for conversation and so I’m a terrible respondent on Facebook.) Many of the people following me are the same, but the entire experience is different.

Over the last few years, I’ve watched a bunch of self-sorting. Folks who started out updating on Twitter and moved to Facebook and vice versa. The voices they take on don’t change that much, but they tend to find one medium or the other more appropriate for the kinds of messaging they’re doing. One or the other just “fits” better. When I ask them why, they can’t really tell me. Sometimes, they talk about people; sometimes they talk about privacy issues. But most of the time, one just clicks better for reasons they can’t fully articulate.

Different social media spaces have different norms. You may not be able to describe them, but you sure can feel them. Finding the space the clicks with you is often tricky, just as finding a voice in a new setting can be. This is not to say that one space is better than the other. I don’t believe that at all. But I do believe that Facebook and Twitter are actually quite culturally distinct and that trying to create features to bridge them won’t actually resolve the cultural differences. And boy is it fun to watch these spaces evolve.

Would the real social network please stand up?

This ideas in this post are based on conversations with Bernie Hogan and should be interpreted as the production of our co-thinking.

All too frequently, someone makes a comment about how a large number of Facebook Friends must mean a high degree of social capital. Or how we can determine who is closest to who by measuring their email messages. Or that the Dunbar number can explain the average number of Facebook friends. These are just three examples of how people mistakenly assume that 1) any social network that can be boiled down to a graph can be compared and 2) any theory of social networks is transitive to any graph representing connections between people. Such mistaken views result in broad misinterpretations of social networks and social network sites. Yet, time and time again, I hear problematic assumptions so let me start with some claims:

  1. Not all social networks are the same.
  2. You cannot assume network transitivity.
  3. You cannot assume that properties that hold for one network apply to other networks.

To address this, I want to begin by mapping out three distinct ways of modeling a social network. These are not the only ways of modeling a social network, but they are three common ways that are often collapsed in public discourse.

Sociological “personal” networks. Sociologists have been working hard to measure people’s personal networks and much of the theory of social networks stems from analysis done on these networks. Different scholars have taken different approaches to measuring personal networks, but, most stereotypically, this takes the form of a clipboard and pencil as a young grad student queries an individual to recall who they talked to yesterday and indicate who they would lend money to or call when they are having an emotional breakdown. On classic measurement survey is an appendix in the back of Claude Fischer’s “To Dwell Among Friends.”

Most sociological theory stems from analyses of these personal networks. Social capital, weak ties, homophily, … all of those theories you’ve heard about are based on personal networks. Given that these are typically measured by eliciting people’s understandings of certain categories (e.g., “friend”), there’s a strong overlap between everyday language around social networks and the categories being measured.

If you’re a sociologist talking to anyone other than sociologists, you would probably speak of personal networks as the golden standard, the baseline truth. Of course, if you were being honest with yourself or your colleagues, you will note that these measurements have their methodological flaws and biases which is why the scales for measuring personal networks haven’t stabilized and why scholars still struggle with the best ways to elicit meaningful information from people being surveyed.

Behavioral social networks. Behavioral social networks are the networks derived from encounters between individuals. In their efforts to measure personal networks, sociologists have often tried to get people to manually document encounters with others through diary studies. With new technologies in place, folks have gone on to generate behavioral social networks through the traces people leave behind. For example, a record of someone’s email exchanges provides a handy accounting of that individual’s behavioral network. New technologies introduces new opportunities for measuring behavioral networks. Many genres of social media let us see who communicates with who. GPS technologies let us see who shares physical space.

Behavioral social networks provide valuable insight into people’s practices and interactions, but they do not confer meaning. This is not to say that they don’t have value. I would love to find the strangers that I regularly share space with as I traverse Boston. But we cannot assume that these are my friends or acquaintances. Yet, there seems to be a tendency (especially among geeks of all stripes) to overlay meaning-laden terms on top of these networks, to assume that high connectivity means friendship. This is where trouble often arises. Just because I spend a lot of time with my physical therapist does not mean that she is more important than other people in my network who I see less frequently.

The other difficulty in measuring behavioral social networks is that, at least to date, we measure distinct channels of connection. This complicates our ability to do meaningful comparison across people. If I use AIM as my primary way of keeping in touch with Person A and email as my primary way of keeping in touch with Person B and you only look at one medium, you get a distorted picture of who I communicate with. As communication channels proliferate, this only gets messier. So even when we talk about behavioral social networks, we have to talk about them in across a particular channel.

Publicly articulated social networks. Articulated social networks are the social networks that you intentionally list. In some senses, this is what sociologists are eliciting, but people also articulate their social networks for other purposes. Address books and buddy lists are articulated social networks. So too are invitation lists. Most recently, this practice took a twist with the rise of social network sites that invite you to PUBLICLY articulate your social network.

At this point, I would hope that most of us would realize that Friends != friends. In other words, who you connect to on Facebook or MySpace or Twitter is not the same list of people that you would say constitute your closest and dearest. The practice of publicly articulating one’s social network can be quite fraught because there are social costs to the process of public articulation. Issues of reciprocity emerge and people find themselves doing a lot of face-work to navigate the sticky nature of having to account for their social relations in a publicly accountable way. Thus, the list of who you might list as a Friend is often a mix of friends, acquaintances, family members, people from your past, fans, professional colleagues, familiar strangers, and people you don’t particularly like but don’t want to offend. Oh and the occasional celebrity you think is interesting.

Relating Different Social Networks

These networks are NOT the same. Your mother may play a significant role in your personal network but, behaviorally, your strongest tie might be the person who works in the cube next to you. And neither of these folks might be links on your Facebook for any number of reasons.

Our instinct then is to ask: which is the “real” social network? Frankly, it depends on who you ask. Your mother may be cranky that you don’t talk to her as often as your colleague and she may resent your refusal to Friend her on Facebook, but this doesn’t mean you love her any less. Of course, this doesn’t stop her from thinking you don’t love her. If we’re trying to understand emotional affinity, the behavioral and publicly articulated social networks aren’t particularly helpful. But if you’re mother thinks that time is not only a proxy for emotional depth but a proof of it, your behavioral social network might really upset her. (Note: behavioral social networks have gotten people into trouble in the past. See Cobot.)

The truth of the matter is that there is no “real” social network. It all depends on what you’re trying to measure, what you’re trying to do with those measurements.

We do ourselves an intellectual disservice when we assume that these different types of networks are interchangeable or that studying one automatically tells us about another. Most scholars get this, even when they’re quoted out of context by journalists to suggest otherwise (see Cameron Marlow). But I get the sense that a lot of journalists, marketers, advertisers, politicians, and everyday folks don’t. This is a problem.

Those who treat different social networks interchangeably project properties onto the network they’re analyzing that don’t hold. People aren’t inherently cool or connectors because they have a lot of Friends on a social network site. Bus drivers and waitresses are much more likely to encounter more new people on a daily basis than executives, but this doesn’t mean that they have more social capital. People who email regularly do not necessarily have strong tie strength.

This is not to say that structural information in behavioral social networks or publicly articulated social networks may not work as a proxy for personal networks. Perhaps the networks derived from a particular social media tool or through a particular channel of communication do actually provide insight into a person’s personal network. There are great ways to empirically test this hypothesis involving the combination of structural analysis and interviewing. But you cannot simply assume that they are meaningful proxies just because they are both social networks.

There are also many opportunities for new research when we tease out different types of social networks. What if we overlay the different types of social networks? Can we get a better sense of how someone manages their social network? Can we see new structural properties that give us new insights into how people connect, share information, gather support, etc.? So many possibilities!

I’m super excited that so many people from so many fields are getting interested in social networks, but I’m also scared that there are a lot of assumptions flying around that make it difficult to make sense of people’s contributions to this emergent field. Increasingly, I see sociologists and computer scientists and mathematician and economists outright dismiss work outside of their field as “wrong.” I think that part of the problem is that we’re each failing to account for what we can and cannot say based on the types of analysis we’re doing. And I think that we often talk past one another because we’re all talking about social networks but we’re talking about different social networks. In accounting for three types of social networks here, I’m not trying to be all-inclusive, but I am trying to point out that there are differences and that we cannot assume transitivity either in terms of structure or theory. If we can find a way to better identify what kinds of social networks we’re talking about and when and where what theories apply, I think that we’ll go a long way in bridging different intellectual discourses.

PDF Talk: “The Not-So-Hidden Politics of Class Online”

Two years ago this week, I wrote a controversial essay in an attempt to locate divisions that I was seeing play out between MySpace and Facebook. This week, at the Personal Democracy Forum, I revisited these ideas in a new talk:

The Not-So-Hidden Politics of Class Online

Needless to say, this talk provoked some discussion which is why I thought it might be helpful to share it. What you have here is the crib from the talk. Comments are VERY much welcome!

Twitter is for friends; Facebook is everybody

I was talking with a friend of mine today who is a senior at a technology-centered high school in California. Dylan Field and his friends are by no means representative of US teens but I always love his perspective on tech practices (in part cuz Dylan works for O’Reilly and really thinks deeply about these things). Noodling around, I asked him if many of his friends from his school used Twitter and his response is priceless:

Dylan: “as for twitter, we are totally not representative, but ya a lot of people use twitter. it’s funny because the way they are using it is not the way most do… they make private accounts and little sub-communities form. like cliques, basically. so they can post stuff they don’t want people on fb to see, since fb is everybody. it’s odd, because the way i see it get used with my friends is totally contradictory to what everyone is saying. people seem to think teens hate twitter because it’s totally public, but the converse is actually true. but it’s not everyone… probably 10-15% at most.”

As someone who has argued about the challenge of Twitter being public (to all who hold power over teens), I find this push-back to be extremely valuable. What Dylan is pointing out is that the issue is that Facebook is public (to everyone who matters) and Twitter can be private because of the combination of tools AND the fact that it’s not broadly popular.

My guess is that if Twitter does take off among teens and Dylan’s friends feel pressured to let peers and parents and everyone else follow them, the same problem will arise and Twitter will become public in the same sense as Facebook. This of course raises a critical question: will teens continue to be passionate about systems that become “public” (to all that matter) simply because there’s social pressure to connect to “everyone”?

when teachers and students connect outside school

In my last entry, I made a comment about the value of “cool” teachers interacting with students on social network sites. I received some push-back from non-educators. Most of the concerns revolved around teachers’ ethics and their responsibilities with respect to legal structures like the Federal Rights and Privacy Act. There were also concerns that teachers who would interact with students in these environments would be putting themselves at risk.

There is undoubtedly a lot of fear about teacher-student interactions, both in the US and elsewhere. All too often, there is an assumption that when teachers interact with students out of the classroom, they have bad intentions. This breaks my heart because, for all of the fear, most of the teachers that I’ve met in my line of work have really meant well by their students and their engagement with their students has helped their students tremendously. I’ve heard so many stories of teachers intervening and helping kids who really need it. Stupid things like giving them lunch money or being there to listen to their woes or helping a first generation kid learn about college.

The fear about teacher-student interactions also worries me at a broader societal level. A caring teacher (a genuinely well-intended, thoughtful, concerned adult) can often turn a lost teen into a teen with a mission. Many of us are lucky to have parents who helped us at every turn, but this is by no means universal. There are countless youth out there whose parents are absent, distrustful, or otherwise sources of frustration rather than support and encouragement. Teens need to have adults on their side. When I interview teens who have tough family lives (and I’m not talking about abuse here) but are doing OK themselves, I often find that it’s a teacher or pastor that they turn to for advice. All too often, the truly troubled kids that I meet have no adults that they can turn to for support.

Do teachers have to comply with federal privacy laws? Absolutely. Do they need to maintain a high level of ethics when engaging with students at all times? Most definitely. But I worry when folks translate this to suggest that teachers should never interact with a teen outside of the prescribed setting of a classroom. As a society, we desperately need non-custodial adults who teens can turn to for advice. Adults who can help guide youth without playing their parents.

Most of what teachers hear from students outside of the classroom might be answerable by students’ parents if only youth felt comfortable asking them. Teachers get asked about learning in general (e.g., “Why should I care about Shakespeare anyhow?”). They get asked health and sex-ed questions (e.g., “When will I get my period?”). They get asked for relationship advice (e.g., “How do I ask Alex to go to prom with me?”). They get asked about the future (e.g., “How do I get into college?”). Teachers get asked about the serious and the mundane, the personal and the abstract. But most of it has nothing to do with harm or abuse. Youth turn to teachers because they trust them, because they need advice from an adult and because they think that a trusted teacher might be honest with them. While some teens have other adults they can turn to, this isn’t the case for all teens. And for those teens in particular, it’s absolutely crucial that teachers are able to be there.

Students used to approach teachers before/after school, during lunch, or between classes. I’ve found that in many schools, this is no longer viable. These days, strict rules about being on campus before/after school and limitations to student mobility during school often make such face-to-face encounters untenable during the school day. As teachers started encouraging students to email homework assignments, students started approaching teachers online. Not surprisingly, social network sites (and IM) have come in as a new wave of this.

Teachers do not have to be a student’s friend to be helpful, but being a Friend (on social network sites) is not automatically problematic or equivalent to trying to be a kids’ friend. When it comes to social network sites, teachers should not invade a student’s space. But if a student invites a teacher to be present, they should enter in as a teacher, as a mentor, as a guide. This isn’t a place to chat up students, but if a student asks a question of a teacher, it’s a great place to answer the student. The key to student-teacher interactions in networked publics is for the teacher to understand the Web2.0 environment and to enter into student space as the mentor (and only when invited to do so). (Translation: teachers should NEVER ask a student to be their Friend on Facebook/MySpace but should accept Friend requests and proceed to interact in the same way as would be appropriate if the student approached the teacher after school.) Of course, if a teacher wants to keep their social network site profile separate from their students, they should feel free to deny student requests. But if they feel as though they can help students in that space, they should be welcome to do so.

We used to live in a world where space dictated context. This is no longer the case. Digital technologies collapse social contexts all the time. The key to figuring out boundaries in a digital era is not to try to revert to space. The key is to focus on people, roles, relationships, and expectations. A teacher’s role in relation to a student should not end at the classroom door. When a teacher runs into a student at a local cafe, they are still that student’s teacher. When a teacher runs into a student online, they are still that student’s teacher. Because of the meaning of a teacher-student relationship, that should never be relaxed; the role of teacher should always be salient (except when the teacher also happens to be the parent which is when things get very murky very fast).

If a teacher is capable of interacting with students as a teacher in environments other than the classroom, they should be empowered to do so (and given the tools to do so well). On the ground, many teachers are motivated to help students beyond the classroom and many students need that help. To prevent them from doing so, to say that they shouldn’t respond when a student asks for their help simply because of the technology, is to do damage to students and society more broadly. Teachers certainly don’t enter the profession for the money; they typically enter it for the service and the potential to help. I am worried about mandates that prevent teachers from doing what they can to help youth.

So here’s a question to the teachers out there: What do you think is the best advice for other teachers when it comes to interacting with students on social network sites? When should teachers interact with students outside of the classroom? What are appropriate protocols for doing so? How can teachers best protect themselves legally when interacting with students? How would you feel if you were told never to interact with a student outside of the classroom?

Facebook is open

Facebook is open. I’ve already received friend requests from companies selling their wares by creating a Profile. I am also faced with more contexts that i can deal with. (Note: i’m not accepting friendships from folks that i know in the blogosphere until i figure out how to mix this with my role as an academic and TA. I am also not inviting folks so please don’t ask.)

Anyhow, i owe this issue a long analysis but i’m too tired right now to do anything but say le sigh. *Major* le sigh. I do not believe that social network sites are able to sustain lots of conflicting social contexts. Or, rather, i don’t believe that they can continue as a hang-out space. I know that Facebook will continue to grow but i believe that the core value of it will be lost for the sake of growth. MySpace is already struggling to cope with what happens when teens and parents/authorities are in the same place. At least most professors have had the curtesy to keep distance. Unfortunately, this opening will not simply allow college students without .edus and high schools students to join. It will also open the doors for every adult who is obsessed with youth – parents, authorities, pedophiles, commercial enterprises…

Le sigh.

(tx Liz for the image)