Social Networking and Schools: Early Responses and Implications for Practice

Social Networking and Schools: Early Responses and Implications for Practice

Chris Abbott (Reader in E-Inclusion - King’s College London, UK) and William Alder (Sixth Form Student - Trinity School, UK)
DOI: 10.4018/978-1-60566-208-4.ch002
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Abstract

Although social networking has been enthusiastically embraced by large numbers of children and young people, their schools and colleges have been more cautious, and often concerned about the implications for online safety. Social networking used by young people is considered here as part of a trajectory of online practices which began with personal Web sites in the mid 1990s and continued through the use of interactive services to the networking sites familiar today. The response of the education system is examined through interview and anecdotal evidence, and with reference to a growing body of research in this and allied areas. It is concluded that social networking has initiated a series of practices which cannot now be abandoned, and that the challenge for the education system is not control or abolition but the inclusion of social networking appropriately within teaching and learning.
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Social Networking And Young People

Social networking has developed rapidly since 2003 and its use by young people has been characterised by successive waves of enthusiasm and ever-changing allegiances. Early alliances with MySpace have given way, for the most part, to institutionally-based networks such as Bebo or culturally-marked sites such as Facebook. At the time of writing, MySpace is seen by many young people in the UK as being more appropriate for younger children, with Bebo having a strong presence within youth in educational institutions and Facebook mostly catering for the late teen and young adult middle class user. This breakdown should be seen as a snapshot in time, however, and, during the period in which this chapter was written, the increasing take-up of Facebook by young professionals has led to a slowing down of its adoption by school-age youth.

It is interesting to note the differing degrees of anonymity in these systems, with the early and largely-anonymised MySpace giving way to Facebook and its supposed use of real names at all times. The youngest children of all have only recently begun to use social networking through systems such as Club Penguin, recently purchased by Disney in a sign of the financial potential of this area of the online market.

Making assumptions about the relative standing of different social networking sites can be a difficult process. Sites which are seen as of great importance and are sought-after one year can then be demoted the next, as is to be expected with a medium which is closely linked with other areas of youth interest such as music and fashion. One of us is an experienced social networking user and explains further, taking issue with some of the assumptions in the popular and academic press.

I’d say MySpace has a particular type of teenage interest, not younger. Also, it focuses on more arty people to a certain extent – …[there is a] music function, and there are video and other places to display your own work. It also lets you modify your page to make it look how you like, …but personally I find that extremely annoying. I don’t like how you cannot read information about people, because it’s in a ridiculous font or too small, or because of the photo behind it all due to someone’s bad coding. That’s what I like about Facebook, you can easily read what people have written about themselves. The day that Facebook changes that is its downfall!

Also, Facebook is much more institutionalised. It used to be the case that you had to have a school, college or university email in order to have an account on it. They’ve changed that now. It’s based around schools, colleges and Unis and where you come from, different networks.

(Alder, 2008)

In addition to these wide-ranging general social networking sites, users have the opportunity to align themselves to owned social networks such as Friendlink.

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Editorial Advisory Board
Table of Contents
Foreword
Jennifer Preece
Acknowledgment
Stylianos Hatzipanagos, Steven Warburton
Chapter 1
Jon Dron, Terry Anderson
Understanding the affordances, effectiveness and applicability of new media in multiple contexts is usually a slow and evolving process with many... Sample PDF
How the Crowd Can Teach
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Chapter 2
Chris Abbott, William Alder
Although social networking has been enthusiastically embraced by large numbers of children and young people, their schools and colleges have been... Sample PDF
Social Networking and Schools: Early Responses and Implications for Practice
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Chapter 3
Eleni Berki, Mikko Jäkälä
Information and communication technology gradually transform virtual communities to active meeting places for sharing information and for supporting... Sample PDF
Cyber-Identities and Social Life in Cyberspace
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Chapter 4
Werner Beuschel
Weblogs are a popular form of Social Software, supporting personal Web authoring as well as innovative forms of social interaction via internet. The... Sample PDF
Weblogs in Higher Education
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Chapter 5
Mark Bilandzic, Marcus Foth
Web services such as wikis, blogs, podcasting, file sharing and social networking are frequently referred to by the term Web 2.0. The innovation of... Sample PDF
Social Navigation and Local Folksonomies: Technical and Design Considerations for a Mobile Information System
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Chapter 6
Rakesh Biswas, Carmel M. Martin, Joachim Sturmberg, Kamalika Mukherji, Edwin Wen Huo Lee, Shashikiran Umakanth
The chapter starts from the premise that illness and healthcare are predominantly social phenomena that shape the perspectives of key stakeholders... Sample PDF
Social Cognitive Ontology and User Driven Healthcare
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Chapter 7
Jillianne R. Code, Nicholas E. Zaparyniuk
Central to research in social psychology is the means in which communities form, attract new members, and develop over time. Research has found that... Sample PDF
Social Identities, Group Formation, and the Analysis of Online Communities
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Chapter 8
Jillianne R. Code, Nicholas E. Zaparyniuk
Social and group interactions in online and virtual communities develop and evolve from expressions of human agency. The exploration of the... Sample PDF
The Emergence of Agency in Online Social Networks
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Chapter 9
A. Malizia, A. De Angeli, S. Levialdi, I. Aedo Cuevas
The User Experience (UX) is a crucial factor for designing and enhancing the user satisfaction when interacting with a computational tool or with a... Sample PDF
Exploiting Collaborative Tagging Systems to Unveil the User-Experience of Web Contents: An Operative Proposal
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Chapter 10
Utpal M. Dholakia, Richard Baraniuk
Open Education Programs provide a range of digitized educational resources freely to educators, students, and self-learners to use and reuse for... Sample PDF
The Roles of Social Networks and Communities in Open Education Programs
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Chapter 11
Sebastian Fiedler, Kai Pata
This chapter discusses how the construction of an adequate design and intervention framework for distributed learning environments might be... Sample PDF
Distributed Learning Environments and Social Software: In Search for a Framework of Design
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Chapter 12
Yoni Ryan, Robert Fitzgerald
This chapter considers the potential of social software to support learning in higher education. It outlines a current project funded by the then... Sample PDF
Exploring the Role of Social Software in Higher Education
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Chapter 13
Kathryn Gow
This chapter focuses on the identification of a range of competencies that entry level workers, and thus graduating students, will need to acquire... Sample PDF
Identifying New Virtual Competencies for the Digital Age: Essential Tools for Entry Level Workers
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Chapter 14
Jerald Hughes, Scott Robinson
This chapter examines interaction-oriented virtual religious communities online in the light of sociological theory of religious communities. The... Sample PDF
Social Structures of Online Religious Communities
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Chapter 15
Helen Keegan, Bernard Lisewski
This chapter explores emergent behaviours in the use of social software across multiple online communities of practice where informal learning... Sample PDF
Living, Working, Teaching and Learning by Social Software
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Chapter 16
Lucinda Kerawalla, Shailey Minocha, Gill Kirkup, Gráinne Conole
With a variety of asynchronous communication and collaboration tools and environments such as Wikis, blogs, and forums, it can be increasingly... Sample PDF
Supporting Student Blogging in Higher Education
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Chapter 17
Lisa Kervin, Jessica Mantei, Anthony Herrington
This chapter examines blogging as a social networking tool to engage final year preservice teachers in reflective processes. Using a developed Web... Sample PDF
Blogs as a Social Networking Tool to Build Community
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Chapter 18
Jennifer Ann Linder-VanBerschot
The objective of this chapter is to introduce a model that outlines the evolution of knowledge and sustainable innovation of community through the... Sample PDF
A Model for Knowledge and Innovation in Online Education
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Chapter 19
Petros Lameras, Iraklis Paraskakis, Philipa Levy
This chapter focuses on discussing the use of social software from a social constructivist perspective. In particular, the chapter explains how... Sample PDF
Using Social Software for Teaching and Learning in Higher Education
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Chapter 20
Dimitris Bibikas, Iraklis Paraskakis, Alexandros G. Psychogios, Ana C. Vasconcelos
The aim of this chapter is to investigate the potential role of social software inside business settings in integrating knowledge exploitation and... Sample PDF
The Potential of Enterprise Social Software in Integrating Exploitative and Explorative Knowledge Strategies
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Chapter 21
M. C. Pettenati, M. E. Cigognini, E. M.C. Guerin, G. R. Mangione
In this chapter the authors identify the Personal Knowledge Management (PKM) pre-dispositions, skills and competences of the current effective... Sample PDF
Personal Knowledge Management Skills for Lifelong-Learners 2.0
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Chapter 22
Sharon Markless, David Streatfield
This chapter questions whether the shift from the Web as a vehicle for storing and transmitting information to the new Web as a series of social... Sample PDF
Reconceptualising Information Literacy for the Web 2.0 Environment?
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Chapter 23
Catherine McLoughlin, Mark J.W. Lee
Learning management systems (LMS’s) that cater for geographically dispersed learners have been widely available for a number of years, but many... Sample PDF
Pedagogical Responses to Social Software in Universities
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Chapter 24
Alexandra Okada, Simon Buckingham Shum, Michelle Bachler, Eleftheria Tomadaki, Peter Scott, Alex Little, Marc Eisenstadt
The aim of this chapter is to overview the ways in which knowledge media technologies create opportunities for social learning. The Open Content... Sample PDF
Knowledge Media Tools to Foster Social Learning
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Chapter 25
Luc Pauwels, Patricia Hellriegel
This chapter looks into YouTube as one of the most popular Social Software platforms, challenging the dominant discourse with its focus on community... Sample PDF
A Critical Cultural Reading of "YouTube"
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Chapter 26
Ismael Peña-López
The author of this chapter proposes the concept of the Personal Research Portal (PRP) – a mesh of social software applications to manage knowledge... Sample PDF
The Personal Research Portal
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Chapter 27
Andrew Ravenscroft, Musbah Sagar, Enzian Baur, Peter Oriogun
This chapter will present a new approach to designing learning interactions and experiences that reconciles relatively stable learning processes... Sample PDF
Ambient Pedagogies, Meaningful Learning and Social Software
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Chapter 28
V. Sachdev, S. Nerur, J. T.C. Teng
With the trend towards social interaction over the Internet and the mushrooming of Web sites such as MySpace, Facebook and YouTube in the social... Sample PDF
Interactivity Redefined for the Social Web
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Chapter 29
Sue Thomas, Chris Joseph, Jess Laccetti, Bruce Mason, Simon Perril, Kate Pullinger
Transliteracy might provide a unifying perspective on what it means to be literate in the 21st Century. It is not a new behaviour but has been... Sample PDF
Transliteracy as a Unifying Perspective
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Chapter 30
Martin Weller, James Dalziel
This chapter looks at some of the areas of tension between the new social networking, Web 2.0 communities and the values of higher education. It... Sample PDF
Bridging the Gap Between Web 2.0 and Higher Education
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Chapter 31
Steve Wheeler
The use of group oriented software, or groupware, encourages students to generate their own content (McGill et al, 2005) and can foster supportive... Sample PDF
Destructive Creativity on the Social Web: Learning through Wikis in Higher Education
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Chapter 32
Scott Wilson
This chapter describes the mechanisms of presence in social networks and presents an ontology that frames the purpose, content, methods of... Sample PDF
Presence in Social Networks
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