Youth 2.0: Social Media and Adolescence (eBook)

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.

Contents 6
List of Figures 8
List of Tables 10
About the Editors and Authors 12
Introduction 18
References 21
Part I: Identity: Online Identity Construction and Expression 23
Who Do You Think You Are? Examining the Off/Online Identities of Adolescents Using a Social Networking Site 24
1 Social Presence on Ning 26
2 Methodology 28
2.1 Setting Up the Ning Network 28
3 Case Studies 29
3.1 Elyssa 29
3.2 Liam 33
4 Building Narratives on the Ning 36
5 Toward a Meaningful Integration of Modern Social Platforms 37
References 38
An ‘Open Source’ Networked Identity. On Young People’s Construction and Co-construction of Identity on Social Network Sites 41
1 Introduction 41
2 The Concept of Identity 43
2.1 Identity on SNSs 44
3 Empirical Background 45
4 Theoretical and Methodological Approach 46
5 Analysis 48
5.1 “Love on You < 3”
5.2 The Best Message: “I Love You” 50
5.3 “I Love You Brow” – Emotional Communication Among Boys 52
5.4 Superficial or Precious – What Does “I Love You” Mean? 53
5.5 Youthful Emotions in Public Space 54
5.6 Friends as Mediational Means 56
6 An “Open Source” Networked Identity 57
References 58
Profile Image: Ways of Self-(re-)presentation on the Facebook Social Network 60
1 Introduction 60
2 Theoretical Framework 61
2.1 The Presentation of Self in Everyday Life 62
2.2 Photography: An Ordinary Practice 63
2.3 Identity, Youth and Digital Media 64
3 Methodology 65
3.1 First Phase: Selection and Classification of Profile Images 65
3.2 Second Phase: Ethnographic Fieldwork 68
4 Major Results and Discussion 69
4.1 First Phase 69
4.1.1 The Canon of the Facebook Image and the Other Three Types of Images 69
4.1.2 Type E2: Human Without Bio-Graphics 70
4.1.3 Type E3: Non-Human with Bio-Graphics 71
4.1.4 Type E4: Non-Human Without Bio-Graphics 72
4.1.5 Treatment and Framing: Capturing the Moment, Posing and Posting 74
Visual Effects and Retro-Aesthetics 74
4.2 Second Phase 75
5 Conclusions 77
References 79
Digital Divides in the Era of Widespread Internet Access: Migrant Youth Negotiating Hierarchies in Digital Culture 80
1 Introduction 80
2 Methodological Considerations, in the Context of the Netherlands 82
3 Spatial Approaches to the Digital Divide in Online Cultural Participation 83
4 Space Invader Tactics 89
4.1 Racial Passing 89
4.2 Perpetuating Teenager Gender Stereotypes 90
4.3 Appropriating a Corner of One’s Own 92
4.4 Hybridisation 93
5 Conclusions 94
References 95
Agentive Students Using Social Media – Spatial Positionings and Engagement in Space2cre8 98
1 Introduction 98
2 Issues of Participation, Creation and Sharing 99
3 Spatial Literacies and Agentive Selves 101
4 Social Spaces of School and Media Use 104
5 Space2cre8 – Norway 105
6 Methods and Data Collection 107
6.1 Theme One: Drawing on Cosmopolitan Youth Cultures 107
6.2 Theme Two: New Spaces – Different Positions 110
6.3 Theme Three: Content Creation as Potential for Empowerment 113
7 Discussion 114
8 Media Literacy, New Activism and Empowerment 115
References 116
Part II: Privacy: Balancing Self-disclosure & Privacy Concerns
The Paradoxes of Online Privacy 120
1 Privacy in Conflict with Social Media Affordances 121
2 The Privacy Paradox 123
2.1 Online Privacy Attitudes – Lost in Concerns 123
2.2 Online Privacy Behaviours – A Question of Benefits and Gratifications 125
2.3 The Privacy Paradox and the Control Paradox 126
3 Privacy Literacy as a Remedy for Paradoxical Behaviour? 128
References 129
The Role of Informational Norms on Social Network Sites 133
1 Introduction 133
1.1 Background 134
1.2 Related Work 136
1.3 Current Study 137
2 Method 139
2.1 Participants 139
2.2 Measures 139
3 Results 141
3.1 Online Versus Offline Context 141
3.2 Age Related Differences 142
3.3 Norms and Online Information Sharing 144
4 Discussion 146
4.1 Limitations and Recommendations 149
Appendixes 150
Appendix A 150
Appendix B 150
References 151
iDisclose: Applications of Privacy Management Theory to Children, Adolescents and Emerging Adults 154
1 Literature Review 156
1.1 Self-Disclosure Defined 156
1.2 Privacy Management 156
1.3 Children and Disclosure 157
1.4 Adolescents and Disclosure 159
1.5 Emerging Adults and Disclosure 161
2 Applicability of CPM Tenets to Child, Adolescent and Emerging Adult Disclosure 162
2.1 Public-Private Dialectical Tension 162
2.2 Conceptualisation of Private Information 162
2.3 Privacy Rules 163
2.4 Shared Boundaries 163
2.5 Boundary Coordination 163
2.6 Boundary Turbulence 164
3 Limitations 164
4 Implications 165
5 Conclusion 166
5.1 Theoretical Strengths 166
5.2 Theoretical Weaknesses 166
5.3 Closing 168
References 168
Part III: Risks & Empowerment: Supporting &
Social Relations: Exploring How Youth Use Social Media to Communicate Signs and Symptoms of Depression and Suicidal Ideation 174
1 Introduction 174
2 Literature Review 175
3 Methods 178
3.1 Research Design and Method 178
3.2 Sample 179
3.3 Data Analysis 179
4 Results 181
4.1 Individual Case Presentations 181
4.2 Discussion 186
4.3 Limitations 188
4.4 Implications/Recommendations 188
References 189
Compulsive Use of Social Networking Sites Among Secondary School Adolescents in Belgium 192
1 Introduction 193
1.1 Terminology and Definition 193
1.2 SNSs and Personality 194
1.3 SNSs and Psychosocial Well-Being 195
1.4 SNS Use and Academic Performance 195
2 Focus of the Current Study 195
3 Methodology 196
3.1 Data Collection 196
3.2 Sample Description 196
3.3 Variables and Measures 197
3.4 Statistical Analyses 198
4 Results 198
4.1 General SNS Use in Belgium 198
4.2 Prevalence of Compulsive SNS Use 199
4.3 Profile of Compulsive SNS Users 199
4.4 Predictors in CSS Outcome 200
5 Conclusion 202
References 203
(Cyber)bullying Perpetration as an Impulsive, Angry Reaction Following (Cyber)bullying Victimisation? 205
1 Literature Overview 205
1.1 Introduction 205
1.2 Impulsivity and (Cyber)bullying 206
1.3 General Strain Theory 207
1.4 General Strain Theory to Explain (Cyber)bullying 208
1.5 Current Study 209
2 Method 210
2.1 Sample 210
2.2 Instrument 210
3 Results 212
4 Discussion and Conclusion 215
References 219
Changing Unsafe Behaviour on Social Network Sites. Collaborative Learning vs. Individual Reflection 222
1 Introduction 222
2 Theoretical Framework 223
2.1 Risks on SNSs 223
2.2 The Role of School Education 224
2.3 Changing Behaviour 225
3 Method 227
3.1 Participants 227
3.2 Design 227
3.3 Measures 228
3.4 Procedure 229
4 Results 229
4.1 Analysis 229
4.2 Results 230
5 Discussion 231
References 235
Empowering Children Through Labelling in Social Networks: Illusion or Solution? 238
1 Introduction 238
2 Why Should Content Be Labelled in an SNS Environment? 240
3 What Should Be Labelled in an SNS Environment? 241
3.1 Labelling the Content 241
3.2 Quality Label or Trustmark for SNSs 244
4 What Types of Content Labelling Should Be Used? 248
5 How Should Labels Be Designed? 249
6 How Should Content Labelling in SNSs Be Integrated Within the Regulatory Framework? 250
7 Conclusion 255
References 256
Index 259