Ports of Call – Social Networking Universe – Scholarly Research

(image by Laura Givens) This is going to be a REALLY quick (though NOT short) “dock”. There are so many “places” to visit and so little time! This whirlwind tour covers just four of the artifacts from my foray into the “scholarly” forest – and not as much synthesis as I would like, but…that’s life. I’ve tried to collect souvenirs that do double duty, that is they are scholarly research about social networks – but also have direct connections to education. Signing into an online library database (such as BYU's) maybe needed before being able to access these links.

Engaging others in online social networking sites: Rhetorical practices in MySpace and Facebook by Vie, Stephanie, Ph.D., The University of Arizona, 2007, 221 pages; AAT 3254886. This dissertation considers “pedagogical implications of social networking sites” . Vie says:

"Online social networking sites can provide teachable moments to talk with students about audience, discourse communities, intellectual property, and the tensions between public and private writing. Thus, if writing instructors ignore the growing conversation regarding online social networking sites, they may potentially miss out on familiar and accessible spaces for teaching rhetorical analysis."

She also discusses surveillance and privacy issues, as well as other aspects of education and social networks including considerations changing the traditional relationships between students and teachers.

In “21st Century Learning and Information Literacy.” Change Mar./Apr. 2005: 21-27 Patricia Breivik makes points that are even more relevant today in the world of 2.0 . She attempts to answer the question: What is information literacy, and what is Education’s role? She begins by explaining the problem:

“Without a doubt, these young people are far more awash in information than their parents were. However, neither all of this information, nor their ease with the computers and Internet that bring much of it to them, are translating into better-educated and informed college graduates or more competent and efficient workers. What went wrong? Why haven't these technological enthusiasts evolved into an extraordinary American workforce?...As far back as 1982, futurist John Naisbitt presciently wrote, "We are drowning in information but starved for knowledge" (p. 24). What is growing ever more obvious is that today's undergraduates are generally far less prepared to do research than were students of earlier generations, despite their familiarity with powerful new information-gathering tools.”

Understanding the Facebook Generation: A study of the relationship between online social networking and academic and social integration and intentions to re-enroll by Kord, JoLanna I., Ph.D., University of Kansas, 2008, 186 pages; AAT 3304096 . This dissertation is surprising (to me) in its findings. Given that facebook’s historical roots were founded in university populations, the conclusions seem counterintuitive and disturbing if true. However, I’m not convinced that other explanations of the results were explored. Correlation is not causation. Kord states in the abstract:

This research contributes to the literature by providing significant findings that online social networking was a negative predictor of academic integration as defined by Tinto (1993). Online social networking was a significant negative predictor for student's perceptions of faculty concern for student development and teaching and for academic and intellectual development. This led to the conclusion that online social networking was a negative influence on the college student academic experience.

Online Networks in Process Change and Innovation by Mortensen, Tye, M.A., Northern Kentucky University, 2008, 108 pages; AAT 1450503 This dissertation explores online networks in organizations and adoption of new forms of technology. From the abstract:

Online networks have experienced rapid diffusion for social applications but have experienced relatively slow diffusion in the organizational world. ... Through an examination of online networks this study explores the history and scholarship of social network models.

He references a G. Gotzenbrucker article (Journal of Communications, 29, 467-494) that I find particularly interesting if this holds in an educational setting:

Seven possible effects of online organizations emerge and are identified by Gotzenbrucker as (a) development of new power structures and hierarchies (b) emphasis on knowledge over organizational status (c) decrease in pressure decisions and snap judgments (d) reduction of emotional components of decisions (e) suppression of personal glorification and need for attention (f) protection against weak cohesion and (g) documentation of various forms of communication. It is also important to note that Gotzenbrucker finds that hierarchal structures are not as prevalent in online social networks. Often hierarchal configurations become less important in online interactions and can often shift or change from the actual organizational power structure. More users are encouraged and have a higher likelihood of participation in this type of setting (Gotzenbrucker, 2004). This is attributed to the fact that more people are willing to voice their opinions and thoughts when they aren’t forced to face immediate response from colleagues and supervisors.

Ahh…times up! (Or at least space!) There’s so much more...but it will have to wait for another journey. Who knows, by the time we make it back here – the landscape may have changed drastically!