Using Erikson’s stages of psychosocial development and Higgins’s self discrepancy theory, this report provides a framework for understanding adolescents’ use of social networking websites and the implications of such use for their identity development and subsequent well-being. Suggestions for working with adolescents and future research are outlined. / text

This study investigated why and how students, who enrolled in fully-online distance course, participated in online activities external to the formal online course (OAEOC) at any point during or after the online course. For this research, OAEOC is defined as any activity pursued by students within an online environment during or after the course that does not take place within their teacher-sponsored online course “home” (such as a Moodle or Blackboard). This research occurred within a fully-online, five-week course that trained journalists in digital tools. Data included: (a) 144 researcher-generated interpretive memos based on activities within the course’s online discussion forums and student chats and (b) 11 student interviews. Results showed that student interactions in course discussion forums were critically important for developing connections between students, which in turn, supported the initiation of online activities external to the online course. During the course, students posted information about their online identities and created a Facebook group and Twitter list, which facilitated online activities external to the course. Data from interviews showed that those students participating in OAEOC did so for social reasons and to continue conversing with classmates. Students who did not participate in OAEOCs indicated work schedule conflicts, lack of interest, and unawareness of the OAEOCs prevented their participation. During the course, OAEOC participants discussed topics related to the course content. However, once the course concluded, OAEOC participants started discussing more personal and professional topics. The phenomenon studied is new to online distance education and holds the potential to extend the online course experience and support lifelong learning. / text

For the first time in history one billion subscribers are creating records using a single software platform: Facebook. Subscribers create historically significant Facebook records every day, yet there is no concerted effort to preserve these records. Archivists do not agree on whether or how these records will continue to exist, nor do they agree on the best way to preserve these records. At the same time, privacy advocates are concerned that social networking records will continue to exist "forever" and therefore have serious privacy implications. In this study I examine the seemingly opposing viewpoints of privacy scholars and archivists. I find that privacy scholars are concerned that the lack of subscriber control over social networking records threatens privacy over time. Archivists address this lack of control through the concepts of donor agreements and the trusted digital repository, but the application of these concepts to the long-term preservation of Facebook records depends on who will preserve these records. I explore four different ways Facebook records may be preserved. I examine whether the U.S. federal government can and should play a role in encouraging Facebook to preserve records. I find that the U.S. federal government is unlikely to take action. I take a first step in empirically examining the likelihood that individual Facebook subscribers will preserve their own records using both an online survey (n = 144) and focus group to ask Facebook subscribers what they expect to happen to their Facebook records. I find that Facebook subscribers do not trust Facebook, do not think about preservation when they use Facebook, and do not expect their Facebook records to exist forever. This research makes four contributions to existing literature: a discussion of the value of social networking records and whether they should be preserved, a close examination of the differing opinions of archivists and privacy scholars about these records, a discussion of the role public policy might play in the preservation of Facebook records and privacy in the United States, and an empirical exploration of the attitudes and behaviors of a small group of Facebook subscribers related to preservation and privacy. / text

How do we mourn the dead and proceed with our lives when the dead do not absent themselves from our everyday world, but remain integrated into our community of friends on social networking sites? This paper explores the changes occurring in the ways in which we experience online the deaths of our loved ones, namely, a collapse between public and private modes of grief. The changes under examination include the changing perception of death, identity creation and ownership, the role of the bereaved, theoretical/therapeutic approaches to grieving, the function of ritual, and commemoration of the dead. Questions this paper addresses include: to whom do the dead belong? Does death become banal when it is incorporated into everyday life? How can a ritual reflect a passage from one state of being to another when you are part of a system that does not recognize a change in status? / text

The purpose of this report is to evaluate the potential utility of online social networking in enhancing participation in, and maintenance of, a university-based exercise program through the provision of social support. Ninety-one employees previously enrolled in an exercise program were surveyed. Participants were asked about their online social networking habits and their opinions on the possible use of online social networks to increase social support for and adherence to an exercise program. Respondents already belonging to a social networking site (SNS) (79%) were optimistic about the utility, particularly after their exercise program, while those who do not belong to an SNS were less positive. The findings imply that using online social networking to add social support both during and after an exercise program could be effective. / text

Due to the advancement of the Internet, information delivery has been forever changed. Technology rapidly outpaces traditional methods of conveying educational material. As a result, educators must seek non-traditional methods to deliver information. The use of social media outlets such as Facebook is one avenue of information delivery. The purpose of this study was to determine the uses and gratifications of the followers of the Trinity Waters Facebook page. A qualitative research design and purposeful sampling of (n=9) respondents were employed in this study. A semi-structured interview protocol was utilized in order to direct the study‘s research objectives. Respondents‘ desire increased availability of information and greater opportunities to establish networks with contemporaries. In addition, respondents sought practical information that could be applied to their daily pursuits. This study showed that followers of the Trinity Waters Facebook page want a greater amount of educational information disseminated through the page. As a result of this study, Trinity Waters should continue to seek out and distribute information that is significant and specific to the Trinity River basin. Trinity Waters should continue to pursue and disseminate information on current legislative or political actions that are specific to the Trinity River basin and also the state and federal levels. Events, meetings or seminars pertaining to the Trinity River basin and conservation efforts should be actively promoted by Trinity Waters via the Facebook platform. This study should be replicated with other extension programs throughout the state and nation. Further research should also be conducted on the implication of Facebook and social media in extension education settings.

The proliferation of social networking sites (SNS) over the last 20 years is a techno-social phenomenon of our age. Since it emerged in 2004, Facebook, the most popular social network in the world, steadily outcompeted its rivals in the overwhelming majority of countries. However, there are a few exceptions, Russia being one of them: Vkontakte, country’s local SNS, has remained the most popular site of this kind in Russia. The aim of this master thesis is to discover what motivates Russian SNS users to prefer a domestic networking site over its global rival Facebook. Uses and gratification theory and social network theory form a theoretical framework of this study and guide the choice of methodology, as well as the process of analysis and discussion. Qualitative methodological approach, and in particular interviews and comparative case study, was applied in this research. Thus, 14 interviewees were recruited and asked about their experiences of Vkontakte and Facebook usage. In addition, the comparative analysis of both sites was conducted in order to establish the differences in tools, features and services which potentially could influence the usage patterns of Russian SNS users. It was discovered that the difference in a number and quality of tools on Facebook and Vkontakte, primarily video and audio, significantly influence the frequency of usage and time spent on these sites. Moreover, it was established that the networks of Russian users on Vkontakte contain both weak and strong ties, while Facebook networks contain mostly weak ties, which makes global network less interesting and attractive for country’s users. And finally, the study suggests that although both sites have noticeable disadvantages, users tend to think of Vkontakte as a more favorable SNS even in this respect and highlight that their dissatisfaction with some aspects of Facebook usage was greater than that of Vkontakte. The study provides novel information regarding under-researched topic of SNS usage in Russia, and thus contributes to the existing academic works in the field.

The use of social networking sites (SNS) is a relatively new field of academic enquiry. Growing concern over adolescents’ and children’s internet use has spawned research on the possible effects of internet use on adolescent and child development (Shen, Liu, & Wang, 2013). This research thesis is designed to explore what social networking sites and apps are being used by children in two UK secondary schools. To investigate when they are accessing their social networks, to measure what extent the use of SNS occupies young people’s minds and to gain a deeper understanding of the experience of being in secondary school, immersed in the use of social networking. A mixed methods, two phase, research design was employed. The first phase of this study employed the use of questionnaires incorporating an adapted internet addiction Test (Young, 1998). The 1148 participants in phase 1 were from across 2 UK secondary schools, in Years 9, 10 and 11 (aged 13 – 16 years old). Phase 2 of this research thesis identified 8 individuals (4 males, 4 females) who scored highly on the adapted internet addiction test (Young, 1998) used in phase 1. These participants took part in semi-structured interviews which were analysed using interpretative phenomenological analysis. The results of this study showcase a breadth and depth of data regarding the uses of SNS. Phase 1 of this study indicated that 2% of participants are experiencing significant problems in their life because of their social networking usage (SNS occupies their minds to a severe extent). 41% of participants reported experiencing occasional or frequent problems because of social networking (SNS occupies their minds to a moderate extent). 45% of participants may use social networking a bit too long at times, but they have control over their usage (SNS occupies their minds to a mild extent). 12% of participants report that it is very rare for social networking use to have any negative impact on their life (SNS occupies their minds to a normal extent). Phase 2 results identified a number of key themes experienced by children whose minds are occupied by SNS to a moderate or severe level, including: *Connection to others: Social connection; Relationship maintenance; The monitoring of others *Identity and Construction of the Self: Change over time; A part of you; The role of parent *Cyber-bullying: Group Judgement & Reaction; A venue/channel for negativity; ‘Blocking’ as protection *From online to in-school: Interference of work; Threats, intimidation or violence. This research thesis adds to the growing body of research regarding the uses and experiences of social networking sites. This thesis concludes with an exploration of the limitations of this research, future directions for study and the implications for educational psychology practice.

Researchers have suggested that social networking sites are especially suited to creating a two-way communication with audiences as described by Kent & Taylor’s dialogic communication theory. However, researchers have also shown that most organizations are failing to actually create this type of dialogue with their followers on SNS. This leads to the question: why are organizations failing to realize this potential? In this study, I consider one possible reason: that organizations are following advice offered online by self-appointed “experts” on SNS strategy and that advice is not effective. I performed a content analysis of 29 websites that promise easy tips to increase social media engagement, identified by their placement at the top of Google search listings, then tested some of the most common advice from these sites on the Facebook and Twitter pages of a group of state-level advocacy organizations to see whether that advice is effective in increasing engagement or overall reach. I found many sites advising organizations to interact with followers, create engaging content and to include visual elements in posts. However, the recommendations were often hedged with limitations, or backed up by unreliable statistics or anecdotal evidence. My own experiment showed that using a call to action increased engagement on Twitter and including a photo increased reach on Facebook, but no other test variable had an effect on impressions, reach or engagement on either site. This suggests that the advice offered online is not reliable, and organizations may fail to create dialogic communication with their followers because they are relying on faulty advice to build their SNS strategies.

The expanding landscape of social media offers users several platforms to introduce into their lifestyle choices. Facebook continues to be one of the most ubiquitous social media platforms in the United States (Pew Research Center, 2015), and its use in educational contexts has become an area of inquiry. This study examines how a sample of high school seniors in an IB psychology class use social media, specifically, Facebook by inquiring into the interrelationship between social media use, identity formation, and personal teacher pedagogy as part of instruction. The research questions for this study were: Question 1- How are students using social media platforms during their senior-year of high school? Question 2- In what ways does Marcia’s model of adolescence identity type help to explain potential differences in Facebook use among adolescents? Question 3- In what ways are students’ Facebook practices and teaching practices that relies on social media responsive to one another? Following ethical guidelines as prescribed by IRB procedures, participants were surveyed and categorized by their respective identity type using Marcia’s (1967) model of adolescence identity type. Utilizing a socioconstructionist theoretical framework and Marcia’s model, journal entries, interview data, and Facebook observations from four students were analyzed over a four-week period. Findings revealed that identity achievement students regarded their social media use as active and were more likely to use Facebook to research future goals. These students felt Facebook deepened interests in aspects of their identity and often used Facebook to follow-up with classwork/homework. Moratorium students regarded their Facebook use as passive and did not feel their online use deepened their identity development. All students agreed that their current Facebook profiles no longer represent their identities accurately. Gender differences, recommendations for classroom inclusion of Facebook, and personal reflections on pedagogy were also described.