Amanda Nosko

All about me: Disclosure in online social networking profiles: The case of FACEBOOK

The present research examined disclosure in online social networking profiles (i.e., FACEBOOK(TM)). Three studies were conducted. First, a scoring tool was developed in order to comprehensively assess the content of the personal profiles. Second, grouping categories (default/standard information, sensitive personal information, and potentially stigmatizing information) were developed to examine information pertinent to identity threat, personal and group threat. Third, a grouping strategy was developed to include all information present in FACEBOOK(TM), but to organize it in a meaningful way as a function of the content that was presented. Overall, approximately 25% of all possible information that could potentially be disclosed by users was disclosed. Presenting personal information such as gender and age was related to disclosure of other sensitive and highly personal information. Age and relationship status were important factors in determining disclosure. As age increased, the amount of personal information in profiles decreased. Those seeking a relationship were at greatest risk of threat, and disclosed the greatest amount of highly sensitive and potentially stigmatizing information. These implications of these findings with respect to social and legal threats, and potential means for identifying users placing themselves at greatest risk, are discussed.

Examining the impact of off-task multi-tasking with technology on real-time classroom learning

The purpose of the present study was to examine the impact of multi-tasking with digital technologies while attempting to learn from real-time classroom lectures in a university setting. Four digitally-based multi-tasking activities (texting using a cell-phone, emailing, MSN messaging and Facebook(TM)) were compared to 3 control groups (paper-and-pencil note-taking, word-processing note-taking and a natural use of technology condition) over three consecutive lectures. Comparisons indicated that participants in the Facebook(TM) and MSN conditions performed more poorly than those in the paper-and-pencil use control. Follow-up analyses were required to accommodate the substantial number of students who failed to comply with the limited use of technology specified by their assigned conditions. These analyses indicated that participants who did not use any technologies in the lectures outperformed students who used some form of technology. Consistent with the cognitive bottleneck theory of attention (Welford, 1967) and contrary to popular beliefs, attempting to attend to lectures and engage digital technologies for off-task activities can have a detrimental impact on learning.

Instructional Styles, Attitudes and Experiences of Seniors in Computer Workshops

Sixty-four seniors were introduced to computers through a series of five weekly workshops. Participants were given instruction followed by hands-on experience for topics related to social communication, information seeking, games, and word processing and were observed to determine their preferences for instructional support. Observations of sessions as well as pre- and posttest surveys were completed. Overall, participants were more likely to request instructional support that involved scaffolding rather than direct instruction or a combination of instructional approaches. Survey results indicated more positive and less anxious attitudes toward computers over time. Men experienced an increase in comfort and use of computers over sessions. Discussion centers on creating educational environments that optimize computer learning among seniors.

Learning in the Digital Age with SNSs: Creating a Profile

In the proposed chapter, we will start off by introducing social media and some of the features of social networking sites. We will go on to highlight why these technologies are so pervasive, and how/why people are using them. We will expand our discussion to include studies that have examined Facebook as a social networking and learning tool. Specifically, we will go on to present studies that relate to the integration of technology and social media as a means for encouraging learning across the life span, and will use social learning as a theoretical base. We will also present how social media such as Facebook can enrich learning, and offer some suggestions and insights into the policies that may help to balance security, privacy, and risk issues associated with using social media in education. Next, we will present information about risks associated with using social media, and will continue by highlighting how users can protect their information online. We will then present some potential privacy and policy considerations within the educational context that examine social learning contexts, and the implications that these contexts have for the learner and educator. Lastly, we will conclude by offering some suggestions about how to best integrate this technology within the classroom.

Disclosure and Privacy Settings on Social Networking Sites: Evaluating an Instructional Intervention Designed to Promote Informed Information Sharing

The present study evaluated a video-based intervention designed to permit users of social networking to make informed decisions about the information they disclosed online. The videos provided information regarding potential risks of disclosure and well as step-by-step instructions on privacy setting use. Novice (n=40) and experienced (n=40). FacebookTM users were randomly assigned to either the video intervention condition, or given the choice to watch the video intervention then were asked to construct a new FacebookTM account or work on their existing account. Viewing the video encouraged greater use of privacy settings as well as use of more restrictive privacy settings. Gender differences revealed greater use of privacy settings among women. Experienced users continued to disclose more than novice users, however, they increased their use of privacy settings which restricted the availability of the disclosed information. This study shows promising use of direct and explicit instruction in the teaching of privacy online.