Searching for "facebook live"
Iran’s blogfather: Facebook, Instagram and Twitter are killing the web
http://www.theguardian.com/technology/2015/dec/29/irans-blogfather-facebook-instagram-and-twitter-are-killing-the-web
is it possible that the Iranian government realized the evolution of social media and his respective obsolescence and this is why they freed him prematurely?
Blogs were gold and bloggers were rock stars back in 2008 when I was arrested.
The hyperlink was a way to abandon centralisation – all the links, lines and hierarchies – and replace them with something more distributed, a system of nodes and networks. Since I got out of jail, though, I’ve realised how much the hyperlink has been devalued, almost made obsolete.
Nearly every social network now treats a link as just the same as it treats any other object – the same as a photo, or a piece of text. You’re encouraged to post one single hyperlink and expose it to a quasi-democratic process of liking and plussing and hearting. But links are not objects, they are relations between objects. This objectivisation has stripped hyperlinks of their immense powers.
At the same time, these social networks tend to treat native text and pictures – things that are directly posted to them – with a lot more respect. One photographer friend explained to me how the images he uploads directly to Facebook receive many more likes than when he uploads them elsewhere and shares the link on Facebook.
Some networks, like Twitter, treat hyperlinks a little better. Others are far more paranoid. Instagram – owned by Facebook – doesn’t allow its audiences to leave whatsoever. You can put up a web address alongside your photos, but it won’t go anywhere. Lots of people start their daily online routine in these cul-de-sacs of social media, and their journeys end there. Many don’t even realise they are using the internet’s infrastructure when they like an Instagram photograph or leave a comment on a friend’s Facebook video. It’s just an app.
A most brilliant paragraph by some ordinary-looking person can be left outside the stream, while the silly ramblings of a celebrity gain instant internet presence. And not only do the algorithms behind the stream equate newness and popularity with importance, they also tend to show us more of what we have already liked. These services carefully scan our behaviour and delicately tailor our news feeds with posts, pictures and videos that they think we would most likely want to see.
Today the stream is digital media’s dominant form of organising information. It’s in every social network and mobile application.
The centralisation of information also worries me because it makes it easier for things to disappear.
But the scariest outcome of the centralisation of information in the age of social networks is something else: it is making us all much less powerful in relation to governments and corporations. Surveillance is increasingly imposed on civilised lives, and it gets worse as time goes by. The only way to stay outside of this vast apparatus of surveillance might be to go into a cave and sleep, even if you can’t make it 300 years.
New features in social media tools
http://www.socialmediaexaminer.com/twitter-improves-how-photos-are-displayed-social-media-news
Twitter Improves How Photos Are Displayed
Twitter is “making your twitter.com timeline more immersive by uncropping photos, so you can experience and present them as they were meant to be viewed.”
Facebook Provides New Admin Tools for Managing Page Communication: Facebook is “giving admins more control over their Page’s responsiveness badge” and rolling out “new features that make it easier than ever for Page admins to manage both the public and private interactions they receive.”
Facebook Improves News Feed for Slower Network Connections: “You can also now compose comments on posts when you are offline. The comments will appear to your friends when you next get a good internet connection.”
YouTube Unveils New Trending Tab: This new tab in the YouTube app delivers the top trending videos directly to Android, iOS and desktop devices.
Google Introduces Shared Albums in Google Photos: Google has introduced shared albums in Google Photos
From MyFunCity to government-structured approach to “digital citizenship,” this is recent trend, which is seriously considered by educators as a must in the curricula. While habitually connected with technology classes, it is a much larger issue, which requires faculty attention across disciplines; it encompass digital and technology literacy, netiquette and online behavior (cyberbulling most frequently addressed), as well qualities and skills to be a functional and mindful citizen of a global world.
here is some general literature on digital citizenship:
Digital Citizenship: The Internet, Society, and Participation
http://groups.lis.illinois.edu/guest_lectures/cii/digcitizen.pdf
Digital Citizenship: Addressing Appropriate Technology Behavior
Ribble, Mike S.; Bailey, Gerald D.; Ross, Tweed W.
Learning & Leading with Technology, v32 n1 p6-9, 11 Sep 2004
Techné: Research in Philosophy and Technology
Volume 9, Issue 1, Fall 2005. Education and Citizenship in the Digital Age
Isman, A., & Canan Gungoren, O. (2014). Digital Citizenship. Turkish Online Journal Of Educational Technology – TOJET, 13(1), 73-77. http://eric.ed.gov/?id=EJ1018088
PR, N. (2014, April 3). MyFunCity is a revolution in digital citizenship. PR Newswire US. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d201404031549PR.NEWS.USPR.BR98059%26site%3dehost-live%26scope%3dsite
Communication Studies:
Couldry, N., Stephansen, H., Fotopoulou, A., MacDonald, R., Clark, W., & Dickens, L. (2014). Digital citizenship? Narrative exchange and the changing terms of civic culture. Citizenship Studies, 18(6/7), 615-629. doi:10.1080/13621025.2013.865903
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d98053478%26site%3dehost-live%26scope%3dsite (please ask for copy of the article)
Response: Personalized Learning Is ‘a Partnership With Students’
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/09/response_personalized_learning_is_a_learning_partnership_with_students.html
building relationships with students so I can better connect lessons to their interests, hopes and dreams; providing them with many opportunities for organizational and cognitive choice; and creating situations where they can get positive, as well as critical, feedback in a supportive way from me, their classmates and themselves.
Response: Personalized Learning Is ‘Based On Relationships, Not Algorithms’
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/09/response_personalized_learning_is_based_on_relationships_not_algorithms.html
Too often, the notion of “personalized learning” means choice-based programmed rather than truly personalized. This comes from the tech world, where “personalization” is synonymous with user choice. It’s the idea of giving a thumbs up or a thumbs down on Pandora. It’s the idea of having adaptive programs that change based upon one’s personal preferences. It’s the Facebook algorithm that tells you what information is the most relevant to you. It’s about content delivery rather than user creation.
While tech companies promise personalization, they often promote independent, isolated learning. True personalization is interdependent rather than isolated. True personalization is based upon a horizontal relationship rather than a top-down customization. True personalization is based upon a deeply human relationship rather than a program or an algorithm or a set of scripts. True personalization is a mix between personal autonomy and group belonging. It’s a mix between what someone wants and what someone needs. It’s a chance to make, rather than simply a chance to consume.
http://scsu.mn/TechInstruct
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Does social media make room for critical thinking?
social media critical thinking
Sinprakob, S., & Songkram, N. (2015). A Proposed Model of Problem-based Learning on Social Media in Cooperation with Searching Technique to Enhance Critical Thinking of Undergraduate Students. Procedia – Social And Behavioral Sciences, 174(International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France), 2027-2030. doi:10.1016/j.sbspro.2015.01.871
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Bailey, A. (2014). Teaching Alice Walker’s The Color Purple: Using Technology and Social Media To Foster Critical Thinking and Reflection. Virginia English Journal, 64(1), 17.
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Eales-Reynolds, L., Gillham, D., Grech, C., Clarke, C., & Cornell, J. (2012). A study of the development of critical thinking skills using an innovative web 2.0 tool. Nurse Education Today, 32(7), 752-756. doi:10.1016/j.nedt.2012.05.017
Baldino, S. (2014). The Classroom Blog: Enhancing Critical Thinking, Substantive Discussion, and Appropriate Online Interaction. Voices From The Middle, 22(2), 29.
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Ravenscroft, A., Warburton, S., Hatzipanagos, S., & Conole, G. (2012). Designing and evaluating social media for learning: shaping social networking into social learning?. Journal Of Computer Assisted Learning, 28(3), 177-182. doi:10.1111/j.1365-2729.2012.00484.x
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finding ways to capture meaningful informal learning experiences by explicitly linking these to formal structures, and providing frameworks within which informal learning can then be validated and accredited (Cedefop Report 2007).
Education is clearly a social process but it is probably much closer to an ongoing discussion or debate than an extended celebration with an ever-expanding network of friends (p. 179, Ravenscroft et al.)
the community of inquiry (COI) model developed by Garrison and Anderson (2003) and social network analysis (SNA). European Commission-funded integrated
project called MATURE (Continuous Social Learning in Knowledge Networks), which is investigating how technology-mediated informal learning leads to improved knowledge practices in the digital workplace
Key to using social media is the ability to stand back and evaluate the credibility of a source of information, apart from the actual content. While developing this critical attitude toward traditional media is important, the attitude is even more crucial in the context of using social media because information didn’t go through the vetting process of formal publication. Can the student corroborate the information from multiple sources? How recent is this information? Are the author’s credentials appropriate? In other words, the ability to step back, to become aware of the metatext or metacontext is more important than ever.
Coad, D. T. (2013). Developing Critical Literacy and Critical Thinking through Facebook. Kairos: A Journal Of Rhetoric, Technology, And Pedagogy, 18(1).
Many instructors believe that writing on social networking sites undermines the rhetorical skills students learn in class because of the slang and abbreviations often used on these sites; such instructors may believe that social networks are the end of students’ critical awareness when they communicate. Johndan Johnson-Eilola and Stuart A. Selber (2009) contended that electronic writing forms actually require “sophisticated skills of understanding concrete rhetorical situations, analyzing audiences (and their goals and inclinations), and constructing concise, information-laden texts, as a part of a dynamic, unfolding, social process” (p. 18). It is this dynamic process that makes social networking a perfect match for the composition classroom and for teaching rhetorical skills: It helps students see how communication works in real, live rhetorical situations. Many students do not believe that communication in these media requires any kind of valuable literacy skills because they buy into the myth of how the news media portray social networks as valueless forms of communication that are decaying young people’s minds. This is why I introduced students to the passage from Invisible Man: to get them thinking about what kinds of skills they learn on Facebook. I found the text useful for helping them acknowledge the skills they are building in these writing spaces.
Stuart A. Selber (2004) in Multiliteracies for a Digital Age criticized so-called computer literacy classes for having “focused primarily on data representations, numbering systems, operating systems, file formats, and hardware and software components” rather than on the task of teaching students to be “informed questioners of technology” (p. 74). In a time when, as Sheelah M. Sweeny (2010) noted, “the ability to stay connected with others is constant,” it is increasingly important to engage composition students in critical thinking about the spaces they write in (p. 121). It is becoming clearer, as technology giants such as Google® and Apple® introduce new technologies, that critical literacy and critical thinking about technology are necessary for our students’ futures.
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality ( van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
(Jiping) The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations
Plan for presentation on social media impact in a “sociology and family” class.
Zuo, Jiping <jzuo@stcloudstate.edu>
“Media, Technology, Market, and Cosmopolitan Communities”
https://kahoot.it
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
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http://www.sciencedirect.com/science/article/pii/S0363811114001817
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality (van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations
the impact of social media on dating patterns (e.g. more like shopping around for a commodity) and dating relations (e.g. more temporary, unstable), along with many positive effects as well
1. Goal: introduce students to” a) social media b) the sociological impact of social media on family and dating issues
2. Learning outcomes: a) at the end of the session, students will have firm grasp of popular versus peer-reviewed (academic resources). b) students will be able allocate sources for information c) students will be able to evaluate [and compile? Zotero] information d) students will be able to discuss the impact of social media in general e) students will be able to discuss and evaluate the impact of social media on family and dating f) at the end of the session, students will understand the concepts of netiquette and privacy (digital citizenship, digital anthropology)
3. Possible q/s for the class:
a) why Tinder, Hinge, etc.?
These are the best pickup lines with the highest success rates, according to dating app Hinge
http://www.businessinsider.com/best-pickup-lines-with-highest-success-rates-according-to-hinge-2015-9
what other social media? Can Instagram, Twitter and FB be counted in this mix?
Is Instagram Flirting Really So Bad?
http://www.askmen.com/dating/dating_advice/social-media-dating-advice.html
b) what is so different in the dating scene? how did social media changed the scene?
“I’ve been surprised at what a real impact Facebook has on romantic relationships,” Galena Rhoades, clinical psychologist at the University of Denver, said in Allison McCann’s BuzzFeed article, How Facebook Ruined Dating (And Breaking Up Too). “And I do think Facebook is playing a bigger role in relationship formation and relationship disillusions.” http://psychcentral.com/blog/archives/2013/05/11/dating-and-the-impact-of-social-media/
c) how do family values change, based on the changes in [online] dating?
d) how does online dating differ across race, gender, sexual orientation, age and cultures
e) privacy, security, surveillance
f) mail brides on steroids? how does online dating apps change dubious practices?
g) does online dating impact marriages? are marriages better or weaker after online dating?
Finkel, et al. (2012).Online Dating: A Critical Analysis From the Perspective of Psychological Science. Psychological Science in the Public Interest. 13(1), pp. 3–66. http://www3.nd.edu/~ghaeffel/OnineDating_Aron.pdf
the authors say “yes” to online dating but “we see substantial opportunities for improving the way online dating is practiced. Some of this improvement can come from closer collaboration between scholars and service providers.”
4. possible collaborations. The topic of online dating, social media in particular, is of interest to specialists from Communication Studies (Usera, Fullick), Anthropology (Bocanete), Nursing (Couch), Gender Studies (Robinson), SCSU Counseling and Psychological Services (Houdet) .
E.g.:
Usera, D. (2014). Online Dating Interactions: A discursive look (Dissertation). Graduate College of The University of Iowa, The University of Iowa. Retrieved from https://www.academia.edu/13255554/Online_Dating_Interactions_A_discursive_look
Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse. Canadian Journal Of Communication, 38(4). Retrieved from http://www.cjc-online.ca/index.php/journal/article/view/2647
Bocanete, A. C. (2013). All-male Mobile Dating Apps and their Users in London… After the Magic Wears Out (Dissertation). DEPARTMENT OF ANTHROPOLOGY, UNIVERSITY COLLEGE LONDON. Retrieved from https://www.academia.edu/12884810/All-male_Mobile_Dating_Apps_and_their_Users_in_London…_After_the_Magic_Wears_Out
Couch, D. (2006). Online dating and mating: the use of the internet to meet sexual partners (Master of Public Health). La Trobe University, Victoria, Australia. Retrieved from https://www.academia.edu/12639192/Online_dating_and_mating_the_use_of_the_internet_to_meet_sexual_partners
Robinson, B. (2015). “Personal Preference” as the New Racism: Gay Desire and Racial Cleansing in Cyberspace. Sociology of Race and Ethnicity, 1(2), 317–330. http://doi.org/10.1177/2332649214546870 http://sre.sagepub.com/content/1/2/317
Houdet, A. (2014, August 11). Online Dating Services and McGill: A Study of Usage and Perception (POLI 311: Techniques of Empirical Rsearch Paper). Mcgill, Montreal, Canada. Retrieved from https://www.academia.edu/7935047/Online_Dating_Services_and_McGill_A_Study_of_Usage_and_Perception
bibliography:
and https://blog.stcloudstate.edu/ims/2014/09/25/online-dating/
Synopsis
UWire and The Guardian have a long list of reports. Academia.edu has also plenty of serious academic research. While UWire and the Guardian are explicitly centered on the Anglo-Saxon world (with one exception of report on Iran), Academia.edu presents a great choice of cases from around the world (different cultures) in mostly serious academic research
The Tinder-Is-Satan Arms Race Heats Up Further http://nymag.com/scienceofus/2015/08/tinder-is-satan-arms-race-heats-up-further.html
The History of Digital Desire, vol. 1: An Introduction http://saq.dukejournals.org/content/110/3/583.short
Stampler, L. (2014). The New Dating Game. Time, 183(6), 40. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94317888%26site%3deds-live%26scope%3dsite
Kite, M. (2015). Click and flick: romance is being killed off by the brutal marketplace of dating apps such as Tinder. Spectator, (9729). 12. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.401492069%26site%3deds-live%26scope%3dsite
Hobson, T. (2015). Tinder feelings: Can mobile dating apps move beyond the promise of a one-night stand?. Spectator, (9740). 22. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.411742748%26site%3deds-live%26scope%3dsite
(2015). My Tinder date wants to be friends with benefits. I want to be serious. What now? Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade; Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409945005%26site%3deds-live%26scope%3dsite
http://www.theguardian.com/lifeandstyle/2015/apr/16/swipe-right-online-dating-friends-with-benefits-relationships
Wood, M. (2015). Led by Tinder, the Mobile Dating Game Surges. The New York Times. p. 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.400230809%26site%3deds-live%26scope%3dsite
http://www.lexisnexis.com/lnacui2api/api/version1/getDocCui?lni=5F7B-R7N1-DXY4-X3K7&csi=6742&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true http://www.nytimes.com/2015/02/05/technology/personaltech/led-by-tinder-the-mobile-dating-game-surges.html
(2015). Tinder hooks up with Instagram to woo new users to the dating app; Dating app overhauls its user profiles with photo app integration, and extended information pulled from Facebook. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409944725%26site%3deds-live%26scope%3dsite
(2015). Brand love in the time of Tinder; Thanks to dating apps such as Tinder, relationships are changing, but does that include the ones we form with brands too?. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409800099%26site%3deds-live%26scope%3dsite
(2015). A look at modern day dating – Tinder and Match.com. UWIRE Text. http://go.galegroup.com/ps/i.do?id=GALE%7CA401448144&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=4b52e991d97812282b4651b5c2276ca9
ROBBINS, A. (2015). Sex and the (Newly!) Single Girl. Washingtonian Magazine, 50(8), 68.
Serjoie, K. A. (2015). Iranian ‘Tinder’ Seeks to Encourage Marriage But Not Dating. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dmih%26AN%3d108327379%26site%3deds-live%26scope%3dsite
Rhodan, M. (2015). Meet Willow, the Dating App That Won’t Judge You By Your Looks. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3df5h%26AN%3d100947723%26site%3deds-live%26scope%3dsite
Rutkin, A. (2015). Hackers can see your dating pics and chat. New Scientist, 226(3022), 20. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dulh%26AN%3d102818153%26site%3deds-live%26scope%3dsite
Grigoriadis, V. (2014). Inside the Hookup Factory. Rolling Stone, (1221), 24-26. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d98976542%26site%3deds-live%26scope%3dsite
Jamie, N. (2015, July 9). London launch for US dating app that rivals Tinder. Evening Standard. p. 55. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103711119%26site%3deds-live%26scope%3dsite
Internet and the Male Homosexual Identity: A Critical Reading of the Online Dating Space for Homosexual Men in Bengaluru. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14656772/Internet_and_the_Male_Homosexual_Identity_A_Critical_Reading_of_the_Online_Dating_Space_for_Homosexual_Men_in_Bengaluru
Going Offline: An Exploratory Cultural Artifact Analysis of An Internet Dating Site’s Development Trajectories. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14184813/Going_Offline_An_Exploratory_Cultural_Artifact_Analysis_of_An_Internet_Dating_Site_s_Development_Trajectories
Five Tips for Dating Online. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14078925/Five_Tips_for_Dating_Online
Old and New Methods for Online Research: The Case of Online Dating. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13924873/Old_and_New_Methods_for_Online_Research_The_Case_of_Online_Dating
Remediating the Matchmaker: Arranging Marriage Online in the South Asian Diaspora in America. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13897347/Remediating_the_Matchmaker_Arranging_Marriage_Online_in_the_South_Asian_Diaspora_in_America
Stranger Stranger or Lonely Lonely? Young Chinese and dating apps between the locational, the mobile and the social. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13895551/Stranger_Stranger_or_Lonely_Lonely_Young_Chinese_and_dating_apps_between_the_locational_the_mobile_and_the_social
Roeffen, C. (2014).
Mobile dating: Romance is just a swipe away Tinders’ Romantic and sexual interactions (Bachellor’s Degree). Urbane Technologieen, Netherlands. Retrieved from
https://www.academia.edu/8899473/Mobile_dating_Romance_is_just_a_swipe_away_Tinders_Romantic_and_sexual_interactions
Lemke, R. (2014).
Sexual Liberation on the Internet? Sexual Internet Use of MSM in 50 Different Countries. Mainz: Johannes Gutenberg Universitaet. Retrieved from
https://www.academia.edu/8662454/Sexual_Liberation_on_the_Internet_Sexual_Internet_Use_of_MSM_in_50_Different_Countries
Kogovsek, T., Svab, A., & Kuhar, R. (2011). Intimacy Transformed? : Perceptions of Love, Intimacy and Partnership Among On-line Daters in Slovenia.
Annales,
21(1), 177–186.
https://www.academia.edu/7988186/Intimacy_Transformed_Perceptions_of_Love_Intimacy_and_Partnership_Among_On-line_Daters_in_Slovenia
Cacioppo, J. T., Cacioppo, S., Gonzaga, G. C., Ogburn, E. L., & VanderWeele, T. J. (2013). Marital satisfaction and break-ups differ across on-line and off-line meeting venues.
Proceedings of the National Academy of Sciences,
110(25), 10135–10140.
http://doi.org/10.1073/pnas.1222447110
Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse.
Canadian Journal Of Communication, 38(4). Retrieved from
http://www.cjc-online.ca/index.php/journal/article/view/2647
Phillips, J. (n.d.). Online Dating: How Culture Affects Self-Presentation of Match.com Users. Retrieved from
https://www.academia.edu/3845104/Online_Dating_How_Culture_Affects_Self-Presentation_of_Match.com_Users
Chow, E., Coulombe, D., Garcia, V., Vuu, D., & Wade, J. (2009, May 23). Culture, Power, Cyberspace: Age and Gender in Online Dating Websites: An Analysis of User Profiles on Mingles.com. Retrieved from
http://anthrocyber.blogspot.com/2009/05/age-and-gender-in-online-dating.html
Masden, C., & Edwards, W. K. (n.d.). Understanding the Role of Community in Online Dating. In
Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (pp. 535–544). Seoul, Korea.
http://doi.org/10.1145/2702123.2702417
Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.
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https://scsu.mplus.mnpals.net/vufind/Record/007650037
see also:
Kvenild, C., & Calkins, K. (2011).
Embedded Librarians: Moving Beyond One-Shot Instruction – Books / Professional Development – Books for Academic Librarians – ALA Store. ACRL. Retrieved from
http://www.alastore.ala.org/detail.aspx?ID=3413
p. 20 Embedding Academic and Research Libraries in the Curriculum: 2014-nmc-horizon-report-library-EN
xi. the authors are convinced that LMS embedded librarianship is becoming he primary and most productive method for connecting with college and university students, who are increasingly mobile.
xii. reference librarians engage the individual, listen, discover what is wanted and seek to point the stakeholder in profitable directions.
Instruction librarians, in contrast, step into the classroom and attempt to lead a group of students in new ways of searching wanted information.
Sometimes that instruction librarian even designs curriculum and teaches their own credit course to guide information seekers in the ways of finding, evaluating, and using information published in various formats.
Librarians also work in systems, emerging technologies, and digital initiatives in order to provide infrastructure or improve access to collections and services for tend users through the library website, discovery layers, etc. Although these arenas seemingly differ, librarians work as one.
xiii. working as an LMS embedded librarian is both a proactive approach to library instruction using available technologies and enabling a 24/7 presence.
1. Embeddedness involves more that just gaining perspective. It also allows the outsider to become part of the group through shared learning experiences and goals. 3. Embedded librarianship in the LMS is all about being as close as possible to where students are receiving their assignments and gaining instruction and advice from faculty members. p. 6 When embedded librarians provide ready access to scholarly electronic collections, research databases, and Web 2.0 tools and tutorials, the research experience becomes less frustrating and more focused for students. Undergraduate associate this familiar online environment with the academic world.
p. 7 describes embedding a reference librarian, which LRS reference librarians do, “partnership with the professor.” However, there is room for “Research Consultations” (p. 8). While “One-Shot Library Instruction Sessions” and “Information Literacy Credit Courses” are addressed (p. 809), the content of these sessions remains in the old-fashioned lecturing type of delivering the information.
p. 10-11. The manuscript points out clearly the weaknesses of using a Library Web site. The authors fail to see that the efforts of the academic librarians must go beyond Web page and seek how to easy the information access by integrating the power of social media with the static information residing on the library web page.
p. 12 what becomes disturbingly clear is that faculty focus on the mechanics of the research paper over the research process. Although students are using libraries, 70 % avoid librarians. Urging academic librarians to “take an active role and initiate the dialogue with faculty to close a divide that may be growing between them and faculty and between them and students.”
Four research context with which undergraduates struggle: big picture, language, situational context and information gathering.
p. 15 ACRL standards One and Three: librarians might engage students who rely on their smartphones, while keeping in mind that “[s]tudents who retrieve information on their smartphones may also have trouble understanding or evaluating how the information on their phone is ‘produced, organized, and disseminated’ (Standard One).
Standard One by its definition seems obsolete. If information is formatted for desktops, it will be confusing when on smart phones, And by that, it is not mean to adjust the screen size, but change the information delivery from old fashioned lecturing to more constructivist forms. e.g. http://web.stcloudstate.edu/pmiltenoff/bi/
p. 15 As for Standard Two, which deals with effective search strategies, the LMS embedded librarian must go beyond Boolean operators and controlled vocabulary, since emerging technologies incorporate new means of searching. As unsuccessfully explained to me for about two years now at LRS: hashtag search, LinkedIn groups etc, QR codes, voice recognition etc.
p. 16. Standard Five. ethical and legal use of information.
p. 23 Person announced in 2011 OpenClass compete with BB, Moodle, Angel, D2L, WebCT, Sakai and other
p. 24 Common Features: content, email, discussion board, , synchronous chat and conferencing tools (Wimba and Elluminate for BB)
p. 31 information and resources which librarians could share via LMS
– post links to dbases and other resources within the course. LIB web site, LibGuides or other subject-related course guidelines
– information on research concepts can be placed in a similar fashion. brief explanation of key information literacy topics (e.g difference between scholarly and popular periodical articles, choosing or narrowing research topics, avoiding plagiarism, citing sources properly whining required citations style, understanding the merits of different types of sources (Articles book’s website etc)
– Pertinent advice the students on approaching the assignment and got to rheank needed information
– Tutorials on using databases or planning searches step-by-step screencast navigating in search and Candida bass video search of the library did you a tour of the library
p. 33 embedded librarian being copied on the blanked emails from instructor to students.
librarian monitors the discussion board
p. 35 examples: students place specific questions on the discussion board and are assured librarian to reply by a certain time
instead of F2F instruction, created a D2L module, which can be placed in any course. videos, docls, links to dbases, links to citation tools etc. Quiz, which faculty can use to asses the the students
p. 36 discussion forum just for the embedded librarian. for the students, but faculty are encouraged to monitor it and provide content- or assignment-specific input
video tutorials and searching tips
Contact information email phone active IM chat information on the library’s open hours
p. 37 questions to consider
what is the status of the embedded librarian: T2, grad assistant
p. 41 pilot program. small scale trial which is run to discover and correct potential problems before
One or two faculty members, with faculty from a single department
Pilot at Valdosta State U = a drop-in informatil session with the hope of serving the information literacy needs of distance and online students, whereas at George Washington U, librarian contacted a distance education faculty member to request embedding in his upcoming online Mater’s course
p. 43 when librarians sense that current public services are not being fully utilized, it may signal that a new approach is needed.
pilots permit tinkering. they are all about risk-taking to enhance delivery
p. 57 markeing LMS ebedded Librarianship
library collections, services and facilities because faculty may be uncertain how the service benefits their classroom teaching and learning outcomes.
my note per
“it is incumbent upon librarians to promote this new mode of information literacy instruction.” it is so passe. in the times when digital humanities is discussed and faculty across campus delves into digital humanities, which de facto absorbs digital literacy, it is shortsighted for academic librarians to still limit themselves into “information literacy,” considering that lip service is paid for for librarians being the leaders in the digital humanities movement. If academic librarians want to market themselves, they have to think broad and start with topics, which ARE of interest for the campus faculty (digital humanities included) and then “push” their agenda (information literacy). One of the reasons why academic libraries are sinking into oblivion is because they are sunk already in 1990-ish practices (information literacy) and miss the “hip” trends, which are of interest for faculty and students. The authors (also paying lip services to the 21st century necessities), remain imprisoned to archaic content. In the times, when multi (meta) literacies are discussed as the goal for library instruction, they push for more arduous marketing of limited content. Indeed, marketing is needed, but the best marketing is by delivering modern and user-sought content.
the stigma of “academic librarians keep doing what they know well, just do it better.” Lip-services to change, and life-long learning. But the truth is that the commitment to “information literacy” versus the necessity to provide multi (meta) literacites instruction (Reframing Information Literacy as a metaliteracy) is minimizing the entire idea of academic librarians reninventing themselves in the 21st century.
Here is more: NRNT-New Roles for New Times
p. 58 According to the Burke and Tumbleson national LMS embedded librarianship survey, 280 participants yielded the following data regarding embedded librarianship:
- traditional F2F LMS courses – 69%
- online courses – 70%
- hybrid courses – 54%
- undergraduate LMS courses 61%
- graduate LMS courses 42%
of those respondents in 2011, 18% had the imitative started for four or more years, which place the program in 2007. Thus, SCSU is almost a decade behind.
p. 58 promotional methods:
- word of mouth
- personal invitation by librarians
- email by librarians
- library brochures
- library blogs
four years later, the LRS reference librarians’ report https://magic.piktochart.com/output/5704744-libsmart-stats-1415 has no mentioning of online courses, less to say embedded librarianship
my note:
library blog was offered numerous times to the LRS librarians and, consequently to the LRS dean, but it was brushed away, as were brushed away the proposals for modern institutional social media approach (social media at LRS does not favor proficiency in social media but rather sees social media as learning ground for novices, as per 11:45 AM visit to LRS social media meeting of May 6, 2015). The idea of the blog advantages to static HTML page was explained in length, but it was visible that the advantages are not understood, as it is not understood the difference of Web 2.0 tools (such as social media) and Web 1.0 tools (such as static web page). The consensus among LRS staff and faculty is to keep projecting Web 1.0 ideas on Web 2.0 tools (e.g. using Facebook as a replacement of Adobe Dreamweaver: instead of learning how to create static HTML pages to broadcast static information, use Facebook for fast and dirty announcement of static information). It is flabbergasting to be rejected offering a blog to replace Web 1.0 in times when the corporate world promotes live-streaming (http://www.socialmediaexaminer.com/live-streaming-video-for-business/) as a way to promote services (academic librarians can deliver live their content)
p. 59 Marketing 2.0 in the information age is consumer-oriented. Marketing 3.0 in the values-driven era, which touches the human spirit (Kotler, Katajaya, and Setiawan 2010, 6).
The four Ps: products and services, place, price and promotion. Libraries should consider two more P’s: positioning and politics.
Mathews (2009) “library advertising should focus on the lifestyle of students. the academic library advertising to students today needs to be: “tangible, experiential, relatebale, measurable, sharable and surprising.” Leboff (2011, p. 400 agrees with Mathews: the battle in the marketplace is not longer for transaction, it is for attention. Formerly: billboards, magazines, newspapers, radio, tv, direct calls. Today: emphasize conversation, authenticity, values, establishing credibility and demonstrating expertise and knowledge by supplying good content, to enhance reputation (Leboff, 2011, 134). translated for the embedded librarians: Google goes that far; students want answers to their personal research dillemas and questions. Being a credentialed information specialist with years of experience is no longer enough to win over an admiring following. the embedded librarian must be seen as open and honest in his interaction with students.
p. 60 becoming attractive to end-users is the essential message in advertising LMS embedded librarianship. That attractivness relies upon two elements: being noticed and imparting values (Leboff, 2011, 99)
p. 61 connecting with faculty
p. 62 reaching students
- attending a synchronous chat sessions
- watching a digital tutorial
- posting a question in a discussion board
- using an instant messaging widget
be careful not to overload students with too much information. don’t make contact too frequently and be perceived as an annoyance and intruder.
p. 65. contemporary publicity and advertising is incorporating storytelling. testimonials differ from stories
p. 66 no-cost marketing. social media
low-cost marketing – print materials, fliers, bookmarks, posters, floor plans, newsletters, giveaways (pens, magnets, USB drives), events (orientations, workshops, contests, film viewings), campus media, digital media (lib web page, blogs, podcasts, social networking cites
p. 69 Instructional Content and Instructional Design
p. 70 ADDIE Model
Analysis: the requirements for the given course, assignments.
Ask instructors expectations from students vis-a-vis research or information literacy activities
students knowledge about the library already related to their assignments
which are the essential resources for this course
is this a hybrid or online course and what are the options for the librarian to interact with the students.
due date for the research assignment. what is the timeline for completing the assignment
when research tips or any other librarian help can be inserted
copy of the syllabus or any other assignment document
p. 72 discuss the course with faculty member. Analyze the instructional needs of a course. Analyze students needs. Create list of goals. E.g.: how to find navigate and use the PschInfo dbase; how to create citations in APA format; be able to identify scholarly sources and differentiate them from popular sources; know other subject-related dbases to search; be able to create a bibliography and use in-text citations in APA format
p. 74 Design (Addie)
the embedded component is a course within a course. Add pre-developed IL components to the broader content of the course. multiple means of contact information for the librarians and /or other library staff. link to dbases. link to citation guidance and or tutorial on APA citations. information on how to distinguish scholarly and popular sources. links to other dbases. information and guidance on bibliographic and in-text citations n APA either through link, content written within the course a tutorial or combination. forum or a discussion board topic to take questions. f2f lib instruction session with students
p. 76 decide which resources to focus on and which skills to teach and reinforce. focus on key resources
p. 77 development (Addie).
-building content;the “landing” page at LRS is the subject guides page. resources integrated into the assignment pages. video tutorials and screencasts
-finding existing content; google search of e.g.: “library handout narrowing topic” or “library quiz evaluating sources,” “avoiding plagiarism,” scholarly vs popular periodicals etc
-writing narrative content. p. 85
p. 87 Evaluation (Addie)
formative: to change what the embedded librarian offers to improve h/er services to students for the reminder of the course
summative at the end of the course:
p. 89 Online, F2F and Hybrid Courses
p. 97 assessment impact of embedded librarian.
what is the purpose of the assessment; who is the audience; what will focus on; what resources are available
p. 98 surveys of faculty; of students; analysis of student research assignments; focus groups of students and faculty
p. 100 assessment methods: p. 103/4 survey template
https://www.ets.org/iskills/about
https://www.projectsails.org/ (paid)
http://www.trails-9.org/
http://www.library.ualberta.ca/augustana/infolit/wassail/
p. 106 gathering LMS stats. Usability testing
examples: p. 108-9, UofFL : pre-survey and post-survey of studs perceptions of library skills, discussion forum analysis and interview with the instructor
p. 122 create an LMS module for reuse (standardized template)
p. 123 subject and course LibGuides, digital tutorials, PPTs,
research mind maps, charts, logs, or rubrics
http://creately.com/blog/wp-content/uploads/2012/12/Research-Proposal-mind-map-example.png
http://www.library.arizona.edu/help/tutorials/mindMap/sample.php (excellent)
or paper-based if needed: Concept Map Worksheet
Productivity Tools for Graduate Students: MindMapping http://libguides.gatech.edu/c.php
rubrics:
http://www.cornellcollege.edu/LIBRARY/faculty/focusing-on-assignments/tools-for-assessment/research-paper-rubric.shtml
http://gvsu.edu/library/instruction/research-guidance-rubric-for-assignment-design-4.htm
Creating Effective Information Literacy Assignments http://www.lib.jmu.edu/instruction/assignments.aspx
course handouts
guides on research concepts http://library.olivet.edu/subject-guides/english/college-writing-ii/research-concepts/
http://louisville.libguides.com/c.php
Popular versus scholar http://www.library.arizona.edu/help/tutorials/scholarly/guide.html
list of frequently asked q/s:
blog posts
banks of reference q/s
p. 124. Resistance or Receptivity
p. 133 getting admin access to LMS for the librarians.
p. 136 mobile students, dominance of born-digital resources
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Summey T, Valenti S. But we don’t have an instructional designer: Designing online library instruction using isd techniques. Journal Of Library & Information Services In Distance Learning [serial online]. January 1, 2013;Available from: Scopus®, Ipswich, MA. Accessed May 11, 2015.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-84869866367%26site%3deds-live%26scope%3dsite
instructional designer library instruction using ISD techniques
Shank, J. (2006). The blended librarian: A job announcement analysis of the newly emerging position of instructional design librarian. College And Research Libraries, 67(6), 515-524.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-33845291135%26site%3deds-live%26scope%3dsite
The Blended Librarian_ A Job Announcement Analysis of the Newly Emerging Position of Instructional Design Librarian
Macklin, A. (2003). Theory into practice: Applying David Jonassen’s work in instructional design to instruction programs in academic libraries. College And Research Libraries, 64(6), 494-500.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-7044266019%26site%3deds-live%26scope%3dsite
Theory into Practice_ Applying David Jonassen_s Work in Instructional Design to Instruction Programs in Academic Libraries
Walster, D. (1995). Using Instructional Design Theories in Library and Information Science Education. Journal of Education for Library and Information Science, (3). 239.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsjsr%26AN%3dedsjsr.10.2307.40323743%26site%3deds-live%26scope%3dsite
Using Instructional Design Theories in Library and Information Science Education
Mackey, T. )., & Jacobson, T. ). (2011). Reframing information literacy as a metaliteracy. College And Research Libraries, 72(1), 62-78.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-79955018169%26site%3deds-live%26scope%3dsite
Reframing Information Literacy as a metaliteracy
Nichols, J. (2009). The 3 directions: Situated information literacy. College And Research Libraries, 70(6), 515-530.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-73949087581%26site%3deds-live%26scope%3dsite
The 3 Directions_ Situated literacy
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Journal of Library & Information Services in Distance Learning (J Libr Inform Serv Dist Learn)
https://www.researchgate.net/journal/1533-290X_Journal_of_Library_Information_Services_in_Distance_Learning
http://conference.acrl.org/
http://www.loex.org/conferences.php
http://www.ala.org/lita/about/igs/distance/lit-igdl
————
https://magic.piktochart.com/output/5704744-libsmart-stats-1415
College students love snapchat!
It’s personal, creative, quick, fun, and free. |
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“According to research by Sumpto…as much as 77 percent of college students use Snapchat every day.
37 percent of the study respondents cited “creativity” as their main use of the app. “Keeping in touch” and “easier than texting” were reasons for 27 percent and 23 percent, respectively.”
Reasons young adults ages 18-26 use snapchat:
- “I like sharing weird things I see when I’m out…When you get ugly selfies from someone, that’s how you know you’re good friends.”
- “I only ever use it for funny pictures or to show what I’m doing to my friends, but I have people that use it as a replacement for texting.”
- “Snapchat is the ultimate social media tool — users want to share their lives to anyone they choose to elicit possible feedback, but without the necessity of it being stored…Snapchat provides an easier answer to Facebook’s ‘What are you doing right now?’ I use it personally to stay in touch with friends and show people what I’m doing.”
Colleges are also starting to get on the bandwagon — Snapchat launched Our Campus Story in October 2014 to four schools.
How Colleges are using snapchat:
- Orientation: (Tennessee Wesleyan College) “Where’s Wesley” scavenger hunt
- Updates: (Tennessee Wesleyan College) Sharing updates about events and activities on campus
- Recruiting: (Eastern Washington University and the University of Kansas) communicating with young athletes interested in joining their teams
Read more:
http://www.businessinsider.com/why-millennials-use-snapchat-2015-2
http://sproutsocial.com/insights/how-to-use-snapchat-for-colleges/
http://www.briansolis.com/2015/02/npr-marketplace-snapchat-19-billion-company/
More IMS blog entries on Snapchat and its use in education:
https://blog.stcloudstate.edu/ims/?s=snapchat
Peer-reviewed and popular literature:
Robbins, S. P., & Singer, J. B. (2014). From the editor—The medium is the message: Integrating social media and social work education. Journal Of Social Work Education, 50(3), 387-390.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpsyh%26AN%3d2014-30405-001%26site%3deds-live%26scope%3dsite
Waxman, O. B. (2014). Snapchat Grows Up: How College Officials Are Using the App. Time.Com, 1.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d95378280%26site%3deds-live%26scope%3dsite
JO, M. (2014, March 22). Teacher sees value in online connection. Dominion Post, The. p. A2.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dpwh%26AN%3dTDP140322A002182985320-BB%26site%3deds-live%26scope%3dsite
Couros, G. (n.d.). Snapchat and Education. Retrieved from
http://georgecouros.ca/blog/archives/4866
Wiederman, K. (2014, May 2). Snapchat: The Newest Higher Ed Communication Tool | Merge. Retrieved from
http://www.mergeagency.com/digital-marketing/snapchat-newest-higher-ed-communication-tool
Privacy and security:
Stretton, T., & Aaron, L. (2015). Feature: The dangers in our trail of digital breadcrumbs. Computer Fraud & Security, 201513-15. doi:10.1016/S1361-3723(15)70006-0
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselp%26AN%3dS1361372315700060%26site%3deds-live%26scope%3dsite
YOUNG, D. (2014). NOW YOU SEE IT, NOW YOU DON’T… OR DO YOU?: SNAPCHAT’S DECEPTIVE PROMOTION OF VANISHING MESSAGES VIOLATES FEDERAL TRADE COMMISSION REGULATIONS. Journal Of Information Technology & Privacy Law, 30(4), 827.
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Ekman, U. (2015). Complexity of the ephemeral – snap video chats. Empedocles: European Journal For The Philosophy Of Communication, 5(1/2), 97-101. doi:10.1386/ejpc.5.1-2.97_1
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dufh%26AN%3d100749050%26site%3deds-live%26scope%3dsite
Flandez, R., & Wallace, N. (2014). Nonprofits Must Guard Against Imposters. Chronicle Of Philanthropy, (09),
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O’Neil, M. (2014). Oh, Snap! A Q&A With DoSomething.org’s Snapchat Strategists. Chronicle Of Philanthropy, (01),
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MESSITT, M. (2014). Cyberbullying Happens in Code. Break It. Education Digest, 79(9), 51.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3df5h%26AN%3d95752898%26site%3deds-live%26scope%3dsite
http://www.socialmediaexaminer.com/facebook-media-publishing-tools-news
Facebook Introduces New Tools for Media Publishers: These new Facebook media publishing tools allow you “to target posts, remove posts that are no longer relevant and identify popular links that you haven’t shared.”
Facebook Makes Improvements to Insights: These include improvements “to Domain Insights to show how pages and social plugins drive traffic to websites.”
Facebook Updates Search: Now it’s “easier to find the posts that have been shared with you.”
Facebook Brings Trending to Mobile: Now “making it easy for people to explore stories from different sources.”
Twitter Introduces Tailored Audiences From Mobile Apps: “A new way for advertisers to create targetable audience segments based on mobile app actions such as an install, purchase or sign-up.”
SlideShare Releases Analytics to all Users: As a SlideShare user, you can get “deeper insight into the effectiveness of your content through the release of SlideShare Analytics.”
Google Updates Hangouts App for Android: To “make it easier to express yourself, and have more fun along the way.”
YouTube Adds New Feature to Help When Choosing a Track: “You can search the YouTube Audio Library to determine how using a particular track in your video will affect it on YouTube; specifically if it will stay live on YouTube or if any restrictions apply.”
Tumblr Introduces New Explore Button: “It’s kind of like search, but for when you can’t think of anything.”
Google+ Supports a Number of Ways to Express Gender Identity: “Now, the gender field on your profile will contain four entries, ‘Male,’ ‘Female,’ ‘Decline to state’ and ‘Custom.’”
Facebook Revamps Slingshot: “A simpler, cleaner, more fun Slingshot.”
Foursquare Unveils the All-New Foursquare for Windows Desktop/Tablet: “It’s got an all-new look and feel to help lead you to places you’ll love.”
Here are some interesting studies to note:
The Top 14 Social Media Metrics Tracked by Marketers
40% of Facebook Accounts That Represent Fortune 100 Brands Are Unauthorized
PlayBuzz Tops Publishers on Facebook in Shares for November
Here’s a cool social media tool worth checking out:
Workflow: “Your personal automation tool, enabling you to drag and drop any combination of actions to create powerful workflows.”