Week 3 summer hum 140 - hanging out and messing around

Week Four

Hanging OutHanging Out

1. Getting Together and Being Together – socializing on line and off for identity construction – it is often online first to set up getting together.

a) Sharing, Posting, Linking, and Forwardingb) Music first, then videos – youtube watched offline together

2. Hanging out through back channels – text, Facebook, Myspace, blogs..under no special control from home or school.

Messing AroundMessing Around• More intense engagement – looking around,

“lurking” – chat roulette

““Messing Around”Messing Around”• Experimental play – photo-tools, media

creation, techie monitoring (e.g. free ringtone creation)

• Messing around involves a more open-ended genre of participation

““Geeking Out”Geeking Out”

• Intense commitment or engagement with media or technology, often one particular media property, genre, or a type of technology

• involves learning to navigate esoteric domains of knowledge and practice and being able to participate in communities that traffic in these forms of expertise.Blogs, remizes, games, podscasts

• Participate in closed IRC groups or specialized forums rather than general fan discussion forums, which they see as catering to less knowledgeable fans. –Second Life

• Rewriting the rules - code hacking, creating and exploiting cheats, and making derivative works such as machinima (real time animated movie techniques – using game engines) and game modifications – Limewire – avoiding copyright rules

Why Does it Matter?Why Does it Matter?understanding the new digital

generationThe following video and slides are my edited remix of Michael Wesch’s

presentation done on Slideshare.com and YouTube. Dr. Wesch is a pioneer in social media education and was recently named Professor of the Year

“What we are encountering is a panicky, an almost hysterical, attempt to escape from the deadly anonymity of modern life ... and the prime cause is not vanity ... but the craving of people who feel their personality sinking lower and lower into the whirl of indistinguishable atoms to be lost in a mass civilization."

“What we are encountering is a panicky, an almost hysterical, attempt to escape from the deadly anonymity of modern life ... and the prime cause is not vanity ... but the craving of people who feel their personality sinking lower and lower into the whirl of indistinguishable atoms to be lost in a mass civilization."

- Henry Seidel Canby 1926

It's a one-wayIt's a one-wayconversationconversation

You have to be on TVYou have to be on TVto have a voiceto have a voice

You have to be on TVYou have to be on TVto be significantto be significant

The MTV Generation

• Short attention spans• Materialistic• Narcissistic• Not easily impressed

“in the midst of a fabulous array of historically unprecedented and utterly mind-boggling stimuli ...

the search for identity and recognitionthe search for identity and recognition

the search for the authentic selfthe search for the authentic self

the search for the authentic selfthe search for the authentic self

Charles Taylor's “Ethics of Authenticity” (1991)Charles Taylor's “Ethics of Authenticity” (1991)

Two Slides:Two Slides:


Two Slides: Two Slides: towards ...towards ...



1. “self-centered modes of self-fulfilment”1. “self-centered modes of self-fulfilment”



1. “self-centered modes of self-fulfilment”1. “self-centered modes of self-fulfilment” 2. “negation of all horizons of 2. “negation of all horizons of significance”significance”



1. “self-centered modes of self-fulfilment”1. “self-centered modes of self-fulfilment” disengagementdisengagement 2. “negation of all horizons of 2. “negation of all horizons of significance”significance” Charles Taylor's “Ethics of Authenticity” (1991)Charles Taylor's “Ethics of Authenticity” (1991)


1. “self-centered modes of self-fulfilment”1. “self-centered modes of self-fulfilment” disengagement disengagement 2. “negation of all horizons of 2. “negation of all horizons of significance”significance” fragmentationfragmentation



1. “self-centered modes of self-fulfilment”1. “self-centered modes of self-fulfilment” disengagement disengagement 2. “negation of all horizons of 2. “negation of all horizons of significance”significance” fragmentationfragmentation special interest sound bite politics special interest sound bite politics


If the conversations of our cultureIf the conversations of our culturenow happen here ...now happen here ...

Why this matters ...Why this matters ...

not controlled by the few not controlled by the few not one-waynot one-waycreated by, for, and around networks, not massescreated by, for, and around networks, not massestransform individual pursuits into collective actiontransform individual pursuits into collective actionmakes “group” formation “ridiculously easy”makes “group” formation “ridiculously easy”

(Paquet/Shirky) (Paquet/Shirky)

Why this might Why this might deeplydeeply matter ... matter ...

We know ourselves We know ourselves through our relations with others. through our relations with others.

New media create new ways of relating to others.New media create new ways of relating to others.New media create new ways of knowing New media create new ways of knowing

ourselves.ourselves.

1,728,000 minutes/day

Over 1,000x faster than you can watch

493,714 videos/day

493,714 videos/day(just on YouTube)

1,000,000+ online videos per day

over 99.9% irrelevant to you (estimated)

Who is on YouTube

(percentage of videos featuring people of different ages)

viewed by less than 1% of Americansviewed by less than 1% of Americans

What are the Components of What are the Components of Digital Citizenship Digital Citizenship

1. Digital Etiquette: rules and policy

2. Digital Communication: electronic exchange of information

3. Digital Literacy: process of learning about technology and the use of technology

4. Digital Access: full electronic participation in society.

5. Digital Commerce: electronic buying and selling of goods.

6. Digital Law & Ethics: electronic responsibility for actions and deeds

7. Digital Rights & Responsibilities: those freedoms extended to everyone in a digital world.

8. Digital Health & Wellness: physical and psychological well-being in a digital world.

9. Digital Security (self-protection): electronic precautions to guarantee safety.

Society & Citizenship- Twitter http://www.thedailyshow.com/watch/mon-march-2-2009/twitter-frenzy

http://www.cnn.com/video/#/video/world/2009/06/18/dcl.barnett.iran.social.networks.cnn?iref=videosearch

Can 140 Characters Make a Difference?Can 140 Characters Make a Difference?http://www.splashmedia.com/resources/blog/changing-the-world-in-140-characters-or-less/

““Hanging Out”Hanging Out”digital health and safetydigital health and safety

What What WeWeAre Are DoingDoingNowNow

Social media and information overloadSocial media and information overload Americans now consume three times the information they did in 1960.

The Societal ConsequencesThe Societal ConsequencesProtecting Your Digital HealthProtecting Your Digital Health

• Critical thinking• Career and reputation• Emotional & physical

health• Personal safety

Critical Thinking Critical Thinking Developing Healthy Internet SkepticismDeveloping Healthy Internet Skepticism

Baloney Detection KitBaloney Detection Kit

http://www.michaelshermer.com/2001/11/baloney-detection/

In December of 2009, Microsoft released statistics from a survey that they commissioned which drastically topped

those numbers, stating that 79% of hiring managers and job recruiters in the United States reviewed online information about job applicants, while 70% of those surveyed said that

they’ve rejected applicants based on their findings.

Your Image MattersYour Image Matters

How Social Media ‘Mistakes’ How Social Media ‘Mistakes’ Impact Getting Hired or FiredImpact Getting Hired or Fired

Many employers use social networking sites along with personal blogs to look for what they call “digital dirt” We wondered what types of online content would actually affect an employer’s decision on either hiring or firing an employee.

Here’s a breakdown of what Microsoft found in the same aforementioned study:1. Concerns about the candidate’s lifestyle 58%2. Inappropriate comments and text written by the candidate 56%3. Unsuitable photos, videos and information 55%4. Inappropriate comments or text written by friends and relatives 43%5. Comments criticizing previous employers, coworkers or clients 40%6. Inappropriate comments or text written by colleagues or work acquaintances 40%7. Membership in certain groups and networks 35%8. Discovered that information the candidate shared was false 30%9. Poor communication skills displayed online 27%10. Concern about the candidate’s financial background 16%SOURCE:

http://www.safetyweb.com/online-reputation-guide-for-college-students#mistakes

Personal SafetyPersonal SafetyVisit these sites at your own risk!Visit these sites at your own risk!

A Gateway for Dangerous Behavior?A Gateway for Dangerous Behavior?

http://omegle.com/

http://www.chatroulette.com/

Chat RouletteChat Roulette

Get around it with Snap Chat?http://www.youtube.com/watch?v=7oD0lrp_bBE

Cyber Bullying and Social IsolationCyber Bullying and Social Isolation

A Father’s Emotional Plea

How Social Media Is Helping How Social Media Is Helping Defeat Cyber BullyingDefeat Cyber Bullying

With MTV launching Draw Your Line, a visualization tool that encourages young people to take action against digital abuse and share these actions and tips with others. The tool is part of A Thin Line, an organization dedicated to decreasing digital abuse and bullying, and protecting children and young adults from the dangers of an increasingly online world.

Visit: http://www.athinline.org/drawyourline

“It's important to note that blaming technology for horrendous, violent displays of homophobia or racism or simple meanness lets adults like parents and teachers absolve themselves of the

responsibility to raise kids free from these evils. “ ~ Anil Dash

“There is a statistically significant weak positive relationship between home access to a computer or time spent online and whether or not students tease others.”

Barbara Lacey, “Social aggression: A study of Internet harassment”

“The authors fail to adequately summarize and analyze the data from the various studies, many of which appear on Internet web sites rather than in peer-reviewed journals. The few tables of data

are uninformative and presented without statistical analysis.”The American Journal of Psychiatry Book Review of: Cyber Bullying: Bullying in the Digital Age

“The results show that almost 54% of the students were victims of traditional bullying and over a quarter of them had been cyber-bullied. Almost one in three students had bullied others in the

traditional form, and almost 15% had bullied others using electronic communication tools. ”Qing L i, “New bottle but old wine: A research of cyberbullying in schools”

Does Social Media Cause Bullying?Does Social Media Cause Bullying?

Can Anonymity Breed IrresponsibilityCan Anonymity Breed IrresponsibilityThe problem, say Formspring's critics, is the site offers a perfect haven for

cyberbulllying.

The recent suicide of 15-year-old Pheobe Prince has drawn attention to the problem of bullying in cyberspace because victims often have no idea who is tormenting them. A Boycott Formspring Group on Facebook claims almost

7,300 members.

http://www.dailyfinance.com/story/media/do-you-know-who-your-children-are-online-formsprings-raunchy-f/19452194/?a_dgi=aolshare_email

http://www.twloha.com/blog/some-thoughts-boycotting-formspring-in-1/

A Thoughtful ResponseA Thoughtful Response http://www.facebook.com/notes/to-write-love-on-her-arms/some-thoughts-on-boycotting-

formspring-in-response-to-the-suicide-of-alexis-pilk/373781774657

CyberbullyingWhat the research is telling us…

Amanda LenhartYouth Online Safety Working Group

May 6, 2010Washington, DC

May 2010 80

Teen internet use basics

• 93% of teens 12-17 go online• 63% of online teens go online daily• 89% of online teens go online from home, and

most of them go online from home most often• 77% of teen go online at school• 71% go online from friends or relatives house• 60% go online from a library• 27% go online on their mobile phone• 76% of households with teens go online via

broadband, 10% via dial up, and 12% do not have access at home.

May 2010 81

What are teens doing online?• 94% go online to do research for school assignments; 48% do so on

a typical day.• 81% go to websites about movies, TV shows, music groups, or sports

stars• 64% of online teens have created some kind of content online

• 62% go online to get news• 57% have watched a video on a video-sharing site like YouTube or

GoogleVideo• 55% go online to get information about a college, university or other

school that they are thinking about attending. • 48% have bought something online like books, clothes or music• 31% have looked online for health, dieting or physical fitness

information; 17% have looked online for sensitive health information

May 2010 82

How else are teens connecting?

• 75% of teens have a cell phone– No gender or race/ethnic differences in ownership– 50% of teens with phones talk to friends daily– 54% of teens send text messages daily– 27% use their phone to go online

• 73% of teens use an online social network site– 37% of SNS users send messages through social networks daily

• 80% of teens have a game console• 51% of teens have a portable gaming device

– Teens connect and interact with others online through games

May 2010 83

Concerns in Online Safety Sphere

• Inappropriate contact– Strangers– Bullies

• Inappropriate content– Accidental Exposure– Deliberate Exposure

May 2010 84

Bullying

Olweus (1993)“A person is bullied when he or she is exposed, repeatedly and over time, to

negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself."

This definition includes three important components:1. Bullying is aggressive behavior that involves unwanted, negative actions.2. Bullying involves a pattern of behavior repeated over time3. Bullying involves an imbalance of power or strength.”

Bullying – Physical – Relational/Verbal

-Internet

May 2010 85

Online Harassment & Cyberbullying

• Online harassment: aggressive behavior, “harm doing,” insults, denigration, impersonation, exclusion, outing, activities associated with hacking – stealing information, breaking into accounts, damaging websites, profiles etc. (Willard, 2006)

• Cyberbullying: online harassment that is – repeated over time – Involves a power imbalance between a perpetrator and a victim.

Power imbalance may be differences in online skills.

• Other complicating factor -- perpetrators are also often victims, sometimes online, sometimes elsewhere. Internet bullying can be particularly hard to disentangle. (Willard, 2006)

May 2010 86

What makes online harassment & bullying different?

• Technology is vehicle• Persistence of content

– Editable, alterable• Distributability of content

– Speed – Breadth

• Dis-inhibition over computer-mediated communication• Invasive

May 2010 87

Pew Internet: Online Harassment• 32% of online teens have experienced one of the following

forms of online harassment:– 15% of teens reported having private material (IM, txt,

email) forwarded without permission– 13% had received threatening messages– 13% said someone had spread a rumor about them

online– 6% had someone post an embarrassing picture of them

online without permission(Lenhart, 2007)

• 26% of teens have been harassed via their cell phones either by voice or text

(Lenhart, 2010)

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May 2010 89

Cyberbullying• Other research shows prevalence of cyberbullying or online harassment

between 9% and 33% of youth ages 10-18. (Wolak et al, 2007, Ybarra et al, 2007)

• Much of the difference is definitional and depends on how the question was asked. Specific activities often yield higher levels of response than blanket definitions.

• Mid-teens (ages 14-17) is the age of greatest prevalence of online harassment & bullying (Pew, 2007, Hinduja & Patchin, 2008)

• Perpetrators of online bullying (similar to offline bullying) are generally the same age as their victim. (Wolak, 2007)

May 2010 90

Frequency of bullying victimization among 11-16 year olds

62%

27%

5%

3% 3%

Never

Less often than monthly

Once or twice a month

Once or twice a week

Everyday

(n=1,193)(Ybarra, 2009)

May 2010 91

Online Harassment (2)

• Girls, particularly older girls, report more online harassment; 38% of all online girls reported experiencing some type of harassment (Pew, 2007)

• Social network users are also more likely to report online harassment – 39% of SNS users have experience it. (Pew, 2007)

• But most teens (67%) think bullying & harassment happens more OFFLINE. (Pew, 2007)

May 2010 92

Frequency of bullying victimization among 11-16 year olds by environment

(n=1,193)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School Internet Cell phone textmessaging

To and from school Some other place

Everyday

Once or twice a week

Once or twice a month

Less often than monthly

Never

(Ybarra, 2009)

May 2010 93

Online (or not) Harassment • School is by far the most common place youth report being bullied

(31%) versus elsewhere (e.g., 13% online)

• The prevalence rate of Internet harassment (both perpetration and victimization) appears to be stable (2006-2008).

• The majority (59%) of Internet harassment comes from other minors

• Youth who report being harassed online report a myriad of concurrent psychosocial problems offline, too

Source: Michele Ybarra & colleagues work on the 2005 Youth Internet Safety Survey fielded by UNH CCRC & 2007-2008 Growing up with Media research funded by the CDC.

May 2010 94

Why should we worry?

• Bullying is broadly associated with:– School violence– Delinquency– Suicidal ideation

• Bullied teens (and often bullies themselves) have higher levels of:– Depression and other psychological problems – Substance abuse – Delinquency / School avoidance– Weapon-carrying– Poor parent/caregiver relationships– Offline victimization/sexual abuse/physical abuse

May 2010 95

Why should we worry (2)?

• Some research suggests that significant portions of teens aren’t bothered by online harassment or bullying

• Research suggests that 1/3 of teens (34%) are distressed by online harassment. (Wolak et al, 2007)– Distressed = “Extremely or very upset or afraid”

• Teens who are high internet users are more likely to be distressed (Wolak, 2007)

May 2010 96

Overlap of cyberbullying & internet victimization

(Ybarra, 2010)

May 2010 97

Differences between cyberbullying & internet harassment

Cyberbullying is not more common than Internet harassment

• On average (between 2007-2008): 37% were harassed, 14% were bullied online in the past year

Cyberbullying is not more damaging than Internet harassment

• Among those cyberbullied, 15% report being very / extremely upset

• Among those harassed, between 17-34% report being very / extremely upset

May 2010 98

Cell phone-based harassment

• 75% of teens have cell phones• 54% of all teens text message daily• 26% have been harassed through their cell phone by voice

calls or text messages• 47% have sent a text message they regretted sending• And then there’s sexting – which is generally not a form of harassment itself, but when the images are shared, can lead to harassment and bullying.

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Sending Sexts

• No difference by gender• Oldest teens most likely to have sent

– 8% of 17 year olds– 4% of 12 year olds

• 17% who pay for all the costs of the phone send sexts vs. 3% of others

May 2010 101

Receiving Sexts• Again, no gender differences and increases by age

– 4% of 12 year olds– 20% of 16 year olds– 30% of 17 year olds

May 2010 102

Sexting Scenarios

1. Between two romantic partners, as a part of, instead of, or as a prelude to sex – never leaves couple

2. Between two romantic partners – but shared with others

3. Between two people where at least one would like to be in a relationship – shows interest

May 2010 103

Element of coercion for some sexting

“When I was about 14-15 years old, I received/sent these types of pictures. Boys usually ask for them or start that type of

conversation. My boyfriend, or someone I really liked asked for them. And I felt like if I didn’t do it, they wouldn’t continue to talk to me. At the time, it was no big deal. But now looking

back it was definitely inappropriate and over the line.” 17 year old girl

Week 3 summer hum 140 - hanging out and messing around

Education

Transcript of Week 3 summer hum 140 - hanging out and messing around