Development and Engagement in the Age of Social Media
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Originally presented to the professional staff at the University of Dayton in January of 2016. Reviews aspects of college student development online and how to engage college students.
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Development and Engagement in the Age of Social Media
- 2. So who is this guy? @paulgordonbrown
- 3. Research Impact of social and digital technology on college student’s concepts of self. Presentations - Be. Act. Do. Digital Leadership. - Digital Social Justice - What Every Digital #SApro Should Do - Engaging With Students Online and With Social Media @paulgordonbrown
- 4. (Turkle, 2004, para 6) “I want to study not only what the computer is doing for us, but what it is doing to us.” - Turkle
- 6. #UDsocial This session is Twitter-friendly. @paulgordonbrown
- 8. 1. Understand how college student leaders view their online life and the role social media plays in it. 2. Describe how development looks the same and/or different when college students are living their lives immersed in digital worlds. 3. Identify opportunities and potentials for students to take a lead in defining who they want to be and what they want to do on line. 4. Recall the important concepts necessary to purposefully engage with students online. 5. Identify specific means for online student engagement.
- 9. Just because you use social media… doesn’t mean you know how to use it well.
- 10. (Turkle, 2004, para 6) “I want to study not only what the computer is doing for us, but what it is doing to us.” - Turkle
- 11. @paulgordonbrown
- 12. @paulgordonbrown
- 13. @paulgordonbrown
- 14. @paulgordonbrown
- 15. anything in EXCESS is likely bad. @paulgordonbrown
- 19. social media is a TOOL @paulgordonbrown
- 20. @paulgordonbrown
- 21. Pick your platforms Twitter: I’m eating a #donut. Facebook: I like donuts. Foursquare: This is where I eat donuts. Instagram: Here’s a vintage photo of my donut. YouTube: Here I am eating a donut. LinkedIn: My skills include donut eating. Pintrest: Here’s a donut recipe. Spotify: Now listening to “Donuts.” Google+: I’m a Google employee who eats donuts.
- 23. social media is also a CONTEXT @paulgordonbrown
- 24. Social media is increasingly understood as a part of the developmental process.
- 26. confusion there’s a lot of with this word… @paulgordonbrown
- 27. “Many student affairs professionals use the term digital identity development to refer to online professional self- presentation; however, it is important to tease apart the differences between using social media as part of the exploration and development of identity and using social media to present oneself in a certain way.” (Junco, 2014, p. 257) @paulgordonbrown
- 28. “Labeling the latter digital identity development confounds a developmental process with a professional communication strategy. Furthermore, labeling online professional self-presentation digital identity development may keep the field of student affairs from more critically and deeply examining how the emerging adult identity development process is affected by online interactions.” (Junco, 2014, p. 257)
- 32. DigitalIdentity/ Reputation vs Digitized Development What We Produce vs What We Are What Other People See vs How We See Ourselves Can Be Taught Through Rules vs Must Be Learned Dynamically A By-Product Of Development vs The Developmental Process Itself
- 34. pause
- 36. Self Presentation Some use it to refer to
- 38. digital stamp
- 39. digital footprints + digital shadow + digital trail digital stamp
- 42. digital trail
- 43. digital footprints + digital shadow + digital trail digital stamp
- 44. FROM THE WOMB! We even have digital stamps
- 45. Mesut reflecting on what he was taught about social media growing up: “I feel like in high school I was always told… “Be careful what you put on your Facebook. Be careful what you put on your Twitter. Blah blah blah. You know people might see it… I had never took that seriously. I thought no one’s gonna look at my Facebook page, you know what I mean? Stuff like that. But it’s crazy how serious that is—just being conscious about the content you put on social media platforms.”
- 46. We need to educate students on digital reputation.
- 50. What is Self-Authorship? A particular and relatively enduring way of understanding and orienting oneself to provocative situations in a way that: 1) Recognizes the contextual nature of knowledge; and 2) Balances and guides this understanding with the development of internally defined goals and sense of self
- 52. Student exploration of social media. Does not understand how online and offline interactions can impact each other. Strongly influenced by authorities and peers. Absolute Knowing 2nd Order digitizedstudentdevelopment
- 53. Student exploration of social media. Does not understand how online and offline interactions can impact each other. Strongly influenced by authorities and peers. Student commitment to social media. Develops usage patterns and begins to learn online cultures and etiquette. Strongly influenced by authorities and peers. Absolute Knowing Transitional Knowing 2nd Order 2nd / 3rd Order digitizedstudentdevelopment
- 54. Student exploration of social media. Does not understand how online and offline interactions can impact each other. Strongly influenced by authorities and peers. Student commitment to social media. Develops usage patterns and begins to learn online cultures and etiquette. Strongly influenced by authorities and peers. Absolute Knowing Student develops an independent identity online Begins to make choices about one’s own representation. Exploration is on student’s terms. Transitional Knowing Individual Knowing 2nd Order 2nd / 3rd Order 2nd / 3rd Order digitizedstudentdevelopment
- 55. Student exploration of social media. Does not understand how online and offline interactions can impact each other. Strongly influenced by authorities and peers. Student commitment to social media. Develops usage patterns and begins to learn online cultures and etiquette. Strongly influenced by authorities and peers. Absolute Knowing Student develops an independent identity online Begins to make choices about one’s own representation. Exploration is on student’s terms. Student makes conscious choices about social media usage and how it fits into life desires, outlook and goals. Realizes that online life is a constant renegotiation process. Transitional Knowing Individual Knowing Contextual Knowing 2nd Order 2nd / 3rd Order 2nd / 3rd Order 4th Order digitizedstudentdevelopment
- 56. Student exploration of social media. Does not understand how online and offline interactions can impact each other. Strongly influenced by authorities and peers. Student commitment to social media. Develops usage patterns and begins to learn online cultures and etiquette. Strongly influenced by authorities and peers. Absolute Knowing Student develops an independent identity online Begins to make choices about one’s own representation. Exploration is on student’s terms. Student makes conscious choices about social media usage and how it fits into life desires, outlook and goals. Realizes that online life is a constant renegotiation process. Transitional Knowing Individual Knowing Contextual Knowing 2nd Order 2nd / 3rd Order 2nd / 3rd Order 4th Order digitizedstudentdevelopment
- 58. Liam discussing setting goals for social media use: “Understand why you’re using social media: Why are you engaging in this app? Why are you letting it consume so much of parts of your day? Is it to connect with friends? Just helping get an understanding of why you do it. I think limiting your amount of time on social media is a good thing to talk about.”
- 60. !
- 65. Hallie discussing how social media creates a perfected image… “I think it was cool that [my professor] asked us think about the highlight reel. Do we use social media as a highlight reel of our lives and how many times out of ten would you say that you wouldn't post something because it's not a highlight. And all of us were like, “Oh, all the time.” He was like, “Go through your day. How many things would you post, and how many wouldn't you?”
- 66. …I would just encourage [educators] to ask their students about recognizing—not necessarily changing it—but recognizing that what they post, and what other people post, isn't 100 percent their lives. Because there's a lot of times when you think that people have the best life ever because of what they're posting. When in reality they're going through a lot, and probably many similar things that you are, but because they're posting all this fun stuff, you think that their lives are perfect.”
- 67. Logan discussing how social media can harm one’s self esteem and self image… “Well I think the biggest problem I faced with social media is… What are your goals from social media? What are you there for? Is it to get updated on your friends and then is that what’s happening?
- 68. …For me it’s like if someone asked me are you really just doing it to… is it only furthering the comparison that’s happening? Since that’s what’s, I assume, causing my greatest dissatisfaction at [college]. Seeing my life in comparison to others. Why? Maybe it’s time to reevaluate. So thinking about what people are trying to get at from their accounts and what they’re actually being used for. I think it’s a helpful thing to reflect on.”
- 69. pause
- 72. emerging theory
- 73. Question Research How do college students conceptualize who they are and how they present themselves when they are engaged in digital and social media? @paulgordonbrown
- 74. We no longer exist as playwrights or actors but as terminals of multiple networks. -Baudrillard (Baudrillard, 1987/2012, p. 23)@paulgordonbrown
- 75. Maria discussing her Instagram profile: “I think it's who I am but also who I want to be and who I want to become.”
- 78. remember
- 81. Maria’s advice for college administrators educating college students about social media: “I think I'd say not to phrase it as a cautionary tale, because it’s something that we’re never gonna listen to… we know we know more than administrators with social media. So I think it should be more about trying to really understand how we use it, and not just look at it negatively, because I think it's so stigmatized, but really understand how to work with it, because it's not going away.”
- 82. digital stamp
- 84. You assume RESPONSIBILITY! When it comes to privacy…
- 86. BUT
- 90. Ashley discussing being vulnerable online… “I would definitely say that social media is a way to hide your true self and feelings and… I think people need to be aware of that and reflective of that when they're on it. I also think a huge part of social media is hiding your vulnerability. I think in society today people look down upon people who are vulnerable and try to hide their vulnerability as much as possible. And they think social media helps people hide their vulnerability because they're hiding behind it in ways.
- 91. I think the only way that people can become more comfortable in their being vulnerable is having conversations with others about being vulnerable. So I think that that could be something that college administrators could start… help students realize in social media, and just in college life in general, we need to stop trying to hide our vulnerabilities, and instead be reflective on them and realize what they need and how you can connect to others through them.”
- 95. Gatsby on the importance of colleges and universities engaging through social media: “I think having [official college social media] accounts is really important—the likes, the retweets, things like that… in a way it’s a reminder in the back of your head: ‘There are important people that can see this.’ Which I don’t think is a scare tactic, but it’s just a good reminder and something that colleges can do subconsciously to show students more that they care, but then also remind the students, be smart about what you’re putting on your Twitter or tweeting at [college], because they’ll respond.”
- 101. Be a digital change agent
- 102. online areyou Why ?
- 105. Engage with students on social media because we need to understand them in all of their contexts. Be open to a different (not necessarily better or worse) way. Learn from and with students how to navigate the online environment. Help them avoid mistakes. Help them understand their self- presentation and reputation online. Be a role model. Understand how social media may impact the developmental process-both in light of current theory and in ways we do not yet understand. Be able to help students understand, navigate and leverage it.
- 106. break
- 107. You don’t Expert have to be an
- 108. broadcasting
- 109. engagement
- 110. Best practices.
- 111. Who’s your audience?
- 112. All students?
- 113. A sub-population?
- 114. Parents?
- 115. Alumni?
- 116. Stakeholders?
- 117. Who’s your audience?
- 120. Sex Race Age Educational Level Income Employment Status Urban/Rural Which demographic breakdown reveals the biggest disparity in social media adoption? @paulgordonbrown
- 121. Age @paulgordonbrown
- 122. 0 25 50 75 100 Facebook Instragram Twitter Pintrest LinkedIn Social Media Platform Adoption (2014) Age comparison 18-29 yo 65+ yo Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
- 123. 0 25 50 75 100 Facebook Instragram Twitter Pintrest LinkedIn Social Media Platform Adoption (2014) Household income comparison Less than 30k/yr More than 75k/yr 30k- 30k- 75k+ 75k+ 75k+ Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
- 124. 0 25 50 75 100 Facebook Instragram Twitter Pintrest LinkedIn Social Media Platform Adoption (2014) Race comparison White Hispanic Black Black Black Black White White Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
- 125. 0 25 50 75 100 Facebook Instragram Twitter Pintrest LinkedIn Social Media Platform Adoption (2014) Sex comparison Men Women Women Women Men Women Men Source: Pew Research Center Social Media Update 2104 @paulgordonbrown
- 126. 1st Year 2nd Year 3rd Year 4th Year Quick to “friend” people Want to appear popular Self esteem is in part measured by likes More likely to use Facebook Communicates primarily with close friends Understands need to get on Linkedin and make connections Facebook is for lurking and events, but not engagement @paulgordonbrown
- 128. What’s your G.I.F.T.? Modified from Gross, L. (2014). How to manage social media in higher education. http://lizgross.net/ebook/
- 129. GoalModified from Gross, 2014
- 130. Be helpful? Be a champion? Provide information? Modified from Gross, 2014
- 131. Identity ? Modified from Gross, 2014
- 132. ? The royal “we?” Do we know who you are? Or is it a persona? Modified from Gross, 2014
- 133. Formality Modified from Gross, 2014
- 134. LOL 😃 👍 Thank you for your inquiry. ¯_(ツ)_/¯ Modified from Gross, 2014
- 135. Tone Modified from Gross, 2014
- 137. What’s your G.I.F.T.? Modified from Gross, L. (2014). How to manage social media in higher education. http://lizgross.net/ebook/ Goal Identity Formality Tone
- 138. CONTENT IS KING
- 141. Topic Examples % Leadership Articles Found on the Web; Added to our blog from student class assignments 40% Highlights Profiles of staff, student leaders, and highlights of student organizations 30% Pride Photos Photos of our mascot, photos from events 10% Deadlines Informational: org fair sign-ups, last day of classes, last day to drop classes 20% Modified from Gross, 2014
- 144. SocialListening
- 146. Outcomes 1. Develop relationships with your students 2. Develop community 3. Model appropriate online behavior 4. Customer service 5. Marketing and information sharing 6. Reading student culture/discourse @paulgordonbrown
- 149. it takes TIME
- 153. Resources.