Learning in, with and for the Social Web
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Dr. Jan-Hinrik Schmidt presents on learning in, with and for the Social Web. The document discusses how the Social Web is changing practices of identity management, relationship management and information management for digital natives. It also explores how the Social Web is blurring distinctions between public and private spheres by enabling new types of personal networks and information flows. Finally, the document outlines some consequences including the need for media literacy and political participation to navigate these changes.
![What if there were no Internet?[Statements from focus group discussions in Hamburg and Lingen]„I think I‘d be ok. But if you know that it existed and then it is turned off – I think I‘ll go nuts. [- Why? -] I would miss Youtube-Videos and stuff, they are funny. Or chatting.“ [14 years, female]](https://image.slidesharecdn.com/newyorkgoetheinstitutjanschmidt2011englishprint-111013233235-phpapp01/85/Learning-in-with-and-for-the-Social-Web-7-320.jpg)
![„I use the Internet for communication a lot – Messenger almost 24 hours a day, and SchülerVZ is highly frequented of course. But I also use it to get the information I need.“ [17 years, male]](https://image.slidesharecdn.com/newyorkgoetheinstitutjanschmidt2011englishprint-111013233235-phpapp01/85/Learning-in-with-and-for-the-Social-Web-8-320.jpg)
![„You can do without the Internet, you can always do things outside the Internet. Playstation for example, or Nintendo DS, there is a lot to do. You don‘t always have to rush online, otherwise you‘re an Internet-Freak.“ [13 years, female]Social WebPage 3 of 26](https://image.slidesharecdn.com/newyorkgoetheinstitutjanschmidt2011englishprint-111013233235-phpapp01/85/Learning-in-with-and-for-the-Social-Web-9-320.jpg)
Learning in, with and for the Social Web
- 1. Learning in, with and for the Social WebDr. Jan-Hinrik SchmidtSenior Researcherfor digital interactive mediaand political communicationNew York, 13th October 2011
- 2. AgendaStarting with… the Digital Natives
- 3. Social Web… key practices
- 4. Social Web… changing public sphere
- 5. Social Web… some consequences
- 6. OutlookSocial WebPage 2 of 26
- 7. What if there were no Internet?[Statements from focus group discussions in Hamburg and Lingen]„I think I‘d be ok. But if you know that it existed and then it is turned off – I think I‘ll go nuts. [- Why? -] I would miss Youtube-Videos and stuff, they are funny. Or chatting.“ [14 years, female]
- 8. „I use the Internet for communication a lot – Messenger almost 24 hours a day, and SchülerVZ is highly frequented of course. But I also use it to get the information I need.“ [17 years, male]
- 9. „You can do without the Internet, you can always do things outside the Internet. Playstation for example, or Nintendo DS, there is a lot to do. You don‘t always have to rush online, otherwise you‘re an Internet-Freak.“ [13 years, female]Social WebPage 3 of 26
- 10. Digital Natives?Social WebPage 4 of 26
- 11. Research at the Hans-Bredow-Institute “Heranwachsen mit dem Social Web”“Das neue Netz”“EU Kids Online“In germanMonography on web 2.0 and its consequencesInternet and everyday life of 12 to 24 yrs old in GermanyPan-European study (9 to 16 yrs old and their parents)Social WebPage 5 of 26
- 12. Some data on internet use in Europe% of 9 to 16 year old Internet users who have profile on a SNSQuelle: EU Kids Online (www.eukidsonline.net)Social WebPage 6 of 26
- 13. AgendaStarting with… the Digital Natives
- 14. Social Web… key practices
- 15. Social Web… changing public sphere
- 16. Social Web… some consequences
- 17. OutlookSocial WebPage 7 of 26
- 18. Three practicesIdentity Management (Presenting individual interests, opinions, experiences, skills, etc., etc.)
- 19. Relationship Management(Maintaining existing and building new relationships)
- 20. Information Management (co-creating, filtering and re-distributing relevant information / knowledge / content)The Internet, esp. the social web, lowers barriers for …Social WebPage 8 of 26
- 21. Social Web in contextSocial Web is framed by more general social trends
- 23. „information society / overflow“
- 24. Thus, by using the Social Web one also engages in more general social practicesSocial WebPage 9 of 26
- 25. Internet – a distinct world?Myth #1: „The Internet is a „cyberspace“ where people leave their bodies behind and create new identities.“ But: How is identity represented on the Social Web?Social WebPage 10 of 26
- 26. Representing IdentitySocial WebPage 11 of 26
- 27. Articulated social networksMyth #2: „There are no real friendships on the internet, only ephemeral communication with strangers.“
- 28. 12 to 24 year-old users of Social Network Sites [in DE; 2008] had …
- 29. … on average: 130 friends
- 30. … of which they had personally met:most: 85 percentless than half: 5 percent… of which they consider close friends: most: 15 percentless than half: 62 percent The social web affords maintaining social connections grounded in „real life“ – the distinction between „virtual and real“ becomes obsoleteData source: Schmidt/Paus-Hasebrink/Hasebrink 2009Social WebPage 12 of 26
- 31. AgendaStarting with… the Digital Natives
- 32. Social Web… key practices
- 33. Social Web… changing public sphere
- 34. Social Web… some consequences
- 35. OutlookSocial WebPage 13 of 26
- 36. Convergence of conversations and publications (I)Social Web brings about a new type of personal public sphere, where people…(a) select information according to criteria of personal relevance,[instead of journalistic news factors or general relevance]
- 37. (b) address an (intended) audience of their social network,[instead of the disperse, unknown and unconnected audience of mass media]
- 38. (c) and communicate in the mode of „conversation“.[instead of the mode of „publishing“]Social WebPage 14 of 26
- 39. Convergence of conversations and publications (II)Social Web is further blurring the separation between „senders“ and „receivers“ which is central to mass communication
- 40. Networked public spheres consist of „microcontent“ which might originate from all different sources, but is „de-bundled“ and filtered through social connections
- 41. „Re-bundled“ content comes not as issues, editions or linear programmes, but as constant flow of information in „streams“ and „feeds“ Social WebPage 15 of 26
- 42. Convergence of conversations and publications (III)Myth #3: „Professional journalism will be replaced by Blogs, Facebook and Twitter.“
- 43. Rather than being replaced, journalism looses its monopoly on selecting, filtering, bundling and distributing information to society, …… because non-journalistic users provide information („user-generated content“)… because users act as filters and multiplicators of information within their social networks The convergence of conversation and publication will shape the way we communicate and inform ourselves – individually and as societies+1, Fav-Stern, RetweetSocial WebPage 16 of 26
- 44. AgendaStarting with… the Digital Natives
- 45. Social Web… key practices
- 46. Social Web… changing public sphere
- 47. Social Web… some consequences
- 48. OutlookSocial WebPage 17 of 26
- 49. ResponsibilitiesContrary to the „digital native“ narrative, a responsible and reflected use does not come automatically with age (or youth…)
- 50. Rather, adolescents and adults alike have to be empowered to…e.g. keep control over personal information and privacye.g. use online tools in order to engage in social affairs and debatese.g. participate in decisions regarding the shape of the social web itselfSocial WebPage 18 of 26„Attention parents!Dangerous area for kids“
- 51. (1) Architecture and AudienceSocial WebPage 19 of 26Four characteristics of communicative architecture in networked publics(1) make control over information complicatedreplicabilityscalabilitypersistencesearchabilitya) Intended audience: Whom do I have in mind when using a particular online service or plaform?b) Addressed audience: Whom do I address particular information in a particular situation?c) Empirical audience: Who is de facto noticing information or communication? d) Potential audience: Who might be able to eventually access the information or communication? (1) boyd 2008
- 52. (1) On dutch windowshttp://www.colinupton.com/illus/images/cyberillo1.jpgSocial WebPage 20 of 26
- 53. (2) Layered participationSocial Web affords different modes of political participation (1)Positioning yourself: signal political beliefs or opinionsEngaging in debates: arguing about political issues with othersActivating others: Mobilizing other people for political actionSocial WebPage 21 of 26(1) Wagner, Brüggen & Gebel 2008
- 54. (3) Designing tools and spaces Most popular platforms and services are controlled by commercial organizations
- 55. Users are not „citizens“, but „customers“ and „product“ at the same time
- 56. Rights and responsibilities are governed by contract and software code
- 57. Formalized procedures for appeals or self-governing exist rarely or rudimentary
- 58. Most users lack awareness to engage in collective action Convergence of media literacy and political literacySocial WebPage 22 of 26
- 59. (3) The naked gnome demonstrationSocial WebPage 23 of 26
- 60. Conclusion and outlookThe Social Web is an integral and for large parts indispensable part of everyday life – not only for the „digital natives“, but for an ever-growing part of adults as well
- 61. Thus, the consequences of the Social Web touch not only on individual users, but also on societies as a whole
- 62. It affords specific practices and a new type of „personal public spheres“
- 63. It blurs established distinctions between the „public“ and the „private“
- 64. It affords and calls for new modes of political and social participation
- 65. Learning in, with and for the Social Web is critical for inclusion in contemporary societies
- 66. How can we achieve this? Let‘s discuss – and come visit #mobilityshifts Social WebPage 24 of 26
- 67. Thank you!Dr. Jan-Hinrik SchmidtHans-Bredow-InstitutWarburgstr. 8-10, 20354 Hamburgj.schmidt@hans-bredow-institut.dewww.hans-bredow-institut.dewww.schmidtmitdete.dewww.dasneuenetz.deSocial WebPage 25 of 26
- 70. CC BY-NC-SA-2.0, Myles!, http://flickr.com/photos/mylesdgrant/495698908
- 71. CC BY-NC-ND-2.0, Axel V, http://www.flickr.com/photos/axels_bilder/126700804
- 72. Slide 12: © Robbie Cooper; http://www.nytimes.com/slideshow/2007/06/15/magazine/20070617_AVATAR_SLIDESHOW_1.html
- 73. Slide 17: CC-BY-NC-ND-2.0, Dominic Dada, http://www.flickr.com/photos/ogil/274628990/
- 74. Slide 18: CC-BY-NC-ND-2.0, Toby Bradbury, http://www.flickr.com/photos/mrlerone/2360572263/
- 75. Slide 20: Jan SchmidtSocial WebPage 26 of 26