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Youth 2.0: Social Media and Adolescence

E-BookPDF1 - PDF WatermarkE-Book
255 Seiten
Englisch
Springer International Publishingerschienen am28.04.20161st ed. 2016
This book grasps the duality between opportunities and risks which arise from children's and adolescents' social media use. It investigates the following main themes, from a multidisciplinary perspective: identity, privacy, risks and empowerment. Social media have become an integral part of young people's lives. While social media offer adolescents opportunities for identity and relational development, adolescents might also be confronted with some threats. The first part of this book deals with how young people use social media to express their developing identity. The second part revolves around the disclosure of personal information on social network sites, and concentrates on the tension between online self-disclosure and privacy. The final part deepens specific online risks young people are confronted with and suggests solutions by describing how children and adolescents can be empowered to cope with online risks. By emphasizing these different, but intertwined topics, this book provides a unique overview of research resulting from different academic disciplines such as Communication Studies, Education, Psychology and Law. The outstanding researchers that contribute to the different chapters apply relevant theories, report on topical research, discuss practical solutions and reveal important emerging issues that could lead future research agendas.


Michel Walrave is an associate professor and vice-chairman of the Department of Communication Studies of the University of Antwerp. He is responsible for the research group MIOS which conducts research on, amongst others, ICT uses of young people. His field of expertise is situated in the area of societal implications of ICT in general, and ICT-use related risks in particular.




Koen Ponnet is an assistant professor and researcher at the University of Antwerp and the Higher Institute for Family Sciences (Odisee). His main research interests are the determinants of risk and problem behaviour of adolescents and adults, both off-line and on-line. In his research he pays attention to the situation of vulnerable groups, like those who are at risk of Poverty.




Ellen Vanderhoven obtained a PhD in Educational Sciences at Ghent University and currently works as a senior researcher at iMinds-MICT, a research group at the Department of Communication Studies at Ghent University. She specialises in research concerning both education about technology (media literacy) and technology for education (educational technology). In both domains, her expertise lies in the design of educational materials, including evaluation studies in authentic classroom settings.




Jacques Haers SJ studied mathematics (Catholic University of Leuven), philosophy (Catholic University of Leuven; Hochschule für Philosophie, München) and theology (Catholic University of Leuven; Oxford University). He is a professor of systematic theology and liberation theologies at the Faculty of Theology and Religious Studies (Catholic University of Leuven), where he also chairs the Centre for Liberation Theologies. He also heads the University Parish at the Catholic University of Leuven. 




Barbara Segaert holds a master diploma in Oriental Studies, Islamic Studies and Arab Philology (Catholic University of Leuven), Belgium and a master in the Social Sciences (Open University), UK. Since 2002 she is scientific coordinator at the University Centre Saint Ignatius Antwerp where she develops academic programmes on various topics of relevance to contemporary society.mehr
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Produkt

KlappentextThis book grasps the duality between opportunities and risks which arise from children's and adolescents' social media use. It investigates the following main themes, from a multidisciplinary perspective: identity, privacy, risks and empowerment. Social media have become an integral part of young people's lives. While social media offer adolescents opportunities for identity and relational development, adolescents might also be confronted with some threats. The first part of this book deals with how young people use social media to express their developing identity. The second part revolves around the disclosure of personal information on social network sites, and concentrates on the tension between online self-disclosure and privacy. The final part deepens specific online risks young people are confronted with and suggests solutions by describing how children and adolescents can be empowered to cope with online risks. By emphasizing these different, but intertwined topics, this book provides a unique overview of research resulting from different academic disciplines such as Communication Studies, Education, Psychology and Law. The outstanding researchers that contribute to the different chapters apply relevant theories, report on topical research, discuss practical solutions and reveal important emerging issues that could lead future research agendas.


Michel Walrave is an associate professor and vice-chairman of the Department of Communication Studies of the University of Antwerp. He is responsible for the research group MIOS which conducts research on, amongst others, ICT uses of young people. His field of expertise is situated in the area of societal implications of ICT in general, and ICT-use related risks in particular.




Koen Ponnet is an assistant professor and researcher at the University of Antwerp and the Higher Institute for Family Sciences (Odisee). His main research interests are the determinants of risk and problem behaviour of adolescents and adults, both off-line and on-line. In his research he pays attention to the situation of vulnerable groups, like those who are at risk of Poverty.




Ellen Vanderhoven obtained a PhD in Educational Sciences at Ghent University and currently works as a senior researcher at iMinds-MICT, a research group at the Department of Communication Studies at Ghent University. She specialises in research concerning both education about technology (media literacy) and technology for education (educational technology). In both domains, her expertise lies in the design of educational materials, including evaluation studies in authentic classroom settings.




Jacques Haers SJ studied mathematics (Catholic University of Leuven), philosophy (Catholic University of Leuven; Hochschule für Philosophie, München) and theology (Catholic University of Leuven; Oxford University). He is a professor of systematic theology and liberation theologies at the Faculty of Theology and Religious Studies (Catholic University of Leuven), where he also chairs the Centre for Liberation Theologies. He also heads the University Parish at the Catholic University of Leuven. 




Barbara Segaert holds a master diploma in Oriental Studies, Islamic Studies and Arab Philology (Catholic University of Leuven), Belgium and a master in the Social Sciences (Open University), UK. Since 2002 she is scientific coordinator at the University Centre Saint Ignatius Antwerp where she develops academic programmes on various topics of relevance to contemporary society.
Details
Weitere ISBN/GTIN9783319278933
ProduktartE-Book
EinbandartE-Book
FormatPDF
Format Hinweis1 - PDF Watermark
FormatE107
Erscheinungsjahr2016
Erscheinungsdatum28.04.2016
Auflage1st ed. 2016
Seiten255 Seiten
SpracheEnglisch
IllustrationenXXI, 255 p. 21 illus.
Artikel-Nr.1926239
Rubriken
Genre9200

Inhalt/Kritik

Inhaltsverzeichnis
1;Contents;6
2;List of Figures;8
3;List of Tables;10
4;About the Editors and Authors;12
5;Introduction;18
5.1;References;21
6;Part I: Identity: Online Identity Construction and Expression;23
6.1;Who Do You Think You Are? Examining the Off/Online Identities of Adolescents Using a Social Networking Site;24
6.1.1;1 Social Presence on Ning;26
6.1.2;2 Methodology;28
6.1.2.1;2.1 Setting Up the Ning Network;28
6.1.3;3 Case Studies;29
6.1.3.1;3.1 Elyssa;29
6.1.3.2;3.2 Liam;33
6.1.4;4 Building Narratives on the Ning;36
6.1.5;5 Toward a Meaningful Integration of Modern Social Platforms;37
6.1.6;References;38
6.2;An Open Source Networked Identity. On Young People s Construction and Co-construction of Identity on Social Network Sites;41
6.2.1;1 Introduction;41
6.2.2;2 The Concept of Identity;43
6.2.2.1;2.1 Identity on SNSs;44
6.2.3;3 Empirical Background;45
6.2.4;4 Theoretical and Methodological Approach;46
6.2.5;5 Analysis;48
6.2.5.1;5.1 Love on You <3 ;49
6.2.5.2;5.2 The Best Message: I Love You ;50
6.2.5.3;5.3 I Love You Brow  - Emotional Communication Among Boys;52
6.2.5.4;5.4 Superficial or Precious - What Does I Love You Mean?;53
6.2.5.5;5.5 Youthful Emotions in Public Space;54
6.2.5.6;5.6 Friends as Mediational Means;56
6.2.6;6 An Open Source Networked Identity;57
6.2.7;References;58
6.3;Profile Image: Ways of Self-(re-)presentation on the Facebook Social Network;60
6.3.1;1 Introduction;60
6.3.2;2 Theoretical Framework;61
6.3.2.1;2.1 The Presentation of Self in Everyday Life;62
6.3.2.2;2.2 Photography: An Ordinary Practice;63
6.3.2.3;2.3 Identity, Youth and Digital Media;64
6.3.3;3 Methodology;65
6.3.3.1;3.1 First Phase: Selection and Classification of Profile Images;65
6.3.3.2;3.2 Second Phase: Ethnographic Fieldwork;68
6.3.4;4 Major Results and Discussion;69
6.3.4.1;4.1 First Phase;69
6.3.4.1.1;4.1.1 The Canon of the Facebook Image and the Other Three Types of Images;69
6.3.4.1.2;4.1.2 Type E2: Human Without Bio-Graphics;70
6.3.4.1.3;4.1.3 Type E3: Non-Human with Bio-Graphics;71
6.3.4.1.4;4.1.4 Type E4: Non-Human Without Bio-Graphics;72
6.3.4.1.5;4.1.5 Treatment and Framing: Capturing the Moment, Posing and Posting;74
6.3.4.1.5.1;Visual Effects and Retro-Aesthetics;74
6.3.4.2;4.2 Second Phase;75
6.3.5;5 Conclusions;77
6.3.6;References;79
6.4;Digital Divides in the Era of Widespread Internet Access: Migrant Youth Negotiating Hierarchies in Digital Culture;80
6.4.1;1 Introduction;80
6.4.2;2 Methodological Considerations, in the Context of the Netherlands;82
6.4.3;3 Spatial Approaches to the Digital Divide in Online Cultural Participation;83
6.4.4;4 Space Invader Tactics;89
6.4.4.1;4.1 Racial Passing;89
6.4.4.2;4.2 Perpetuating Teenager Gender Stereotypes;90
6.4.4.3;4.3 Appropriating a Corner of One s Own;92
6.4.4.4;4.4 Hybridisation;93
6.4.5;5 Conclusions;94
6.4.6;References;95
6.5;Agentive Students Using Social Media - Spatial Positionings and Engagement in Space2cre8;98
6.5.1;1 Introduction;98
6.5.2;2 Issues of Participation, Creation and Sharing;99
6.5.3;3 Spatial Literacies and Agentive Selves;101
6.5.4;4 Social Spaces of School and Media Use;104
6.5.5;5 Space2cre8 - Norway;105
6.5.6;6 Methods and Data Collection;107
6.5.6.1;6.1 Theme One: Drawing on Cosmopolitan Youth Cultures;107
6.5.6.2;6.2 Theme Two: New Spaces - Different Positions;110
6.5.6.3;6.3 Theme Three: Content Creation as Potential for Empowerment;113
6.5.7;7 Discussion;114
6.5.8;8 Media Literacy, New Activism and Empowerment;115
6.5.9;References;116
7;Part II: Privacy: Balancing Self-disclosure & Privacy Concerns;119
7.1;The Paradoxes of Online Privacy;120
7.1.1;1 Privacy in Conflict with Social Media Affordances;121
7.1.2;2 The Privacy Paradox;123
7.1.2.1;2.1 Online Privacy Attitudes - Lost in Concerns;123
7.1.2.2;2.2 Online Privacy Behaviours - A Question of Benefits and Gratifications;125
7.1.2.3;2.3 The Privacy Paradox and the Control Paradox;126
7.1.3;3 Privacy Literacy as a Remedy for Paradoxical Behaviour?;128
7.1.4;References;129
7.2;The Role of Informational Norms on Social Network Sites;133
7.2.1;1 Introduction;133
7.2.1.1;1.1 Background;134
7.2.1.2;1.2 Related Work;136
7.2.1.3;1.3 Current Study;137
7.2.2;2 Method;139
7.2.2.1;2.1 Participants;139
7.2.2.2;2.2 Measures;139
7.2.3;3 Results;141
7.2.3.1;3.1 Online Versus Offline Context;141
7.2.3.2;3.2 Age Related Differences;142
7.2.3.3;3.3 Norms and Online Information Sharing;144
7.2.4;4 Discussion;146
7.2.4.1;4.1 Limitations and Recommendations;149
7.2.5; Appendixes;150
7.2.5.1;Appendix A;150
7.2.5.2; Appendix B;150
7.2.6;References;151
7.3;iDisclose: Applications of Privacy Management Theory to Children, Adolescents and Emerging Adults;154
7.3.1;1 Literature Review;156
7.3.1.1;1.1 Self-Disclosure Defined;156
7.3.1.2;1.2 Privacy Management;156
7.3.1.3;1.3 Children and Disclosure;157
7.3.1.4;1.4 Adolescents and Disclosure;159
7.3.1.5;1.5 Emerging Adults and Disclosure;161
7.3.2;2 Applicability of CPM Tenets to Child, Adolescent and Emerging Adult Disclosure;162
7.3.2.1;2.1 Public-Private Dialectical Tension;162
7.3.2.2;2.2 Conceptualisation of Private Information;162
7.3.2.3;2.3 Privacy Rules;163
7.3.2.4;2.4 Shared Boundaries;163
7.3.2.5;2.5 Boundary Coordination;163
7.3.2.6;2.6 Boundary Turbulence;164
7.3.3;3 Limitations;164
7.3.4;4 Implications;165
7.3.5;5 Conclusion;166
7.3.5.1;5.1 Theoretical Strengths;166
7.3.5.2;5.2 Theoretical Weaknesses;166
7.3.5.3;5.3 Closing;168
7.3.6;References;168
8;Part III: Risks & Empowerment: Supporting & Empowering Youth;173
8.1;Social Relations: Exploring How Youth Use Social Media to Communicate Signs and Symptoms of Depression and Suicidal Ideation;174
8.1.1;1 Introduction;174
8.1.2;2 Literature Review;175
8.1.3;3 Methods;178
8.1.3.1;3.1 Research Design and Method;178
8.1.3.2;3.2 Sample;179
8.1.3.3;3.3 Data Analysis;179
8.1.4;4 Results;181
8.1.4.1;4.1 Individual Case Presentations;181
8.1.4.2;4.2 Discussion;186
8.1.4.3;4.3 Limitations;188
8.1.4.4;4.4 Implications/Recommendations;188
8.1.5;References;189
8.2;Compulsive Use of Social Networking Sites Among Secondary School Adolescents in Belgium;192
8.2.1;1 Introduction;193
8.2.1.1;1.1 Terminology and Definition;193
8.2.1.2;1.2 SNSs and Personality;194
8.2.1.3;1.3 SNSs and Psychosocial Well-Being;195
8.2.1.4;1.4 SNS Use and Academic Performance;195
8.2.2;2 Focus of the Current Study;195
8.2.3;3 Methodology;196
8.2.3.1;3.1 Data Collection;196
8.2.3.2;3.2 Sample Description;196
8.2.3.3;3.3 Variables and Measures;197
8.2.3.4;3.4 Statistical Analyses;198
8.2.4;4 Results;198
8.2.4.1;4.1 General SNS Use in Belgium;198
8.2.4.2;4.2 Prevalence of Compulsive SNS Use;199
8.2.4.3;4.3 Profile of Compulsive SNS Users;199
8.2.4.4;4.4 Predictors in CSS Outcome;200
8.2.5;5 Conclusion;202
8.2.6;References;203
8.3;(Cyber)bullying Perpetration as an Impulsive, Angry Reaction Following (Cyber)bullying Victimisation?;205
8.3.1;1 Literature Overview;205
8.3.1.1;1.1 Introduction;205
8.3.1.2;1.2 Impulsivity and (Cyber)bullying;206
8.3.1.3;1.3 General Strain Theory;207
8.3.1.4;1.4 General Strain Theory to Explain (Cyber)bullying;208
8.3.1.5;1.5 Current Study;209
8.3.2;2 Method;210
8.3.2.1;2.1 Sample;210
8.3.2.2;2.2 Instrument;210
8.3.3;3 Results;212
8.3.4;4 Discussion and Conclusion;215
8.3.5;References;219
8.4;Changing Unsafe Behaviour on Social Network Sites. Collaborative Learning vs. Individual Reflection;222
8.4.1;1 Introduction;222
8.4.2;2 Theoretical Framework;223
8.4.2.1;2.1 Risks on SNSs;223
8.4.2.2;2.2 The Role of School Education;224
8.4.2.3;2.3 Changing Behaviour;225
8.4.3;3 Method;227
8.4.3.1;3.1 Participants;227
8.4.3.2;3.2 Design;227
8.4.3.3;3.3 Measures;228
8.4.3.4;3.4 Procedure;229
8.4.4;4 Results;229
8.4.4.1;4.1 Analysis;229
8.4.4.2;4.2 Results;230
8.4.5;5 Discussion;231
8.4.6;References;235
8.5;Empowering Children Through Labelling in Social Networks: Illusion or Solution?;238
8.5.1;1 Introduction;238
8.5.2;2 Why Should Content Be Labelled in an SNS Environment?;240
8.5.3;3 What Should Be Labelled in an SNS Environment?;241
8.5.3.1;3.1 Labelling the Content;241
8.5.3.2;3.2 Quality Label or Trustmark for SNSs;244
8.5.4;4 What Types of Content Labelling Should Be Used?;248
8.5.5;5 How Should Labels Be Designed?;249
8.5.6;6 How Should Content Labelling in SNSs Be Integrated Within the Regulatory Framework?;250
8.5.7;7 Conclusion;255
8.5.8;References;256
9;Index;259mehr

Autor

Michel Walrave is a professor at the Department of Communication Studies of the University of Antwerp. He is responsible for the research group MIOS which conducts research on, amongst others, young people's uses of digital technologies. His research is centered around online self-disclosure and privacy. He investigates adolescents' and adults' online disclosure of personal information to companies and in interpersonal communication.

Koen Ponnet is an assistant professor and researcher at the University of Antwerp and the Higher Institute for Family Sciences (Odisee). His main research interests are the determinants of risk and problem behaviour of adolescents and adults, both off-line and on-line. In his research he pays attention to the situation of vulnerable groups, like those who are at risk of Poverty.



Ellen Vanderhoven obtained a PhD in Educational Sciences at Ghent University and currently works as a senior researcher at iMinds-MICT, a research group at the Department of Communication Studies at Ghent University. She specialises in research concerning both education about technology (media literacy) and technology for education (educational technology). In both domains, her expertise lies in the design of educational materials, including evaluation studies in authentic classroom settings.



Jacques Haers SJ studied mathematics (Catholic University of Leuven), philosophy (Catholic University of Leuven; Hochschule für Philosophie, München) and theology (Catholic University of Leuven; Oxford University). He is a professor of systematic theology and liberation theologies at the Faculty of Theology and Religious Studies (Catholic University of Leuven), where he also chairs the Centre for Liberation Theologies. He also heads the University Parish at the Catholic University of Leuven.



Barbara Segaert holds a master diploma in Oriental Studies, Islamic Studies and Arab Philology (Catholic University of Leuven), Belgium and a master in the Social Sciences (Open University), UK. Since 2002 she is scientific coordinator at the University Centre Saint Ignatius Antwerp where she develops academic programmes on various topics of relevance to contemporary society.
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