Online Social NetworkingOnline Social NetworkingTaking a Deeper Look into theTaking a Deeper Look into the

World of Facebook World of Facebook and University Responsibility and University Responsibility

WorkshopWorkshop

Presented by Kellie SmithPresented by Kellie Smith

PurposePurpose The purpose of this workshop is to inform university student life The purpose of this workshop is to inform university student life

staff members of what social networking is, how it applies to today’s staff members of what social networking is, how it applies to today’s

college student, what the pros and cons of using it are and how to college student, what the pros and cons of using it are and how to

keep students safe on social networking sites. It will also explore keep students safe on social networking sites. It will also explore

what new roles the colleges and universities are and should be what new roles the colleges and universities are and should be playing playing

in the world of online social networking, as well as the legal in the world of online social networking, as well as the legal

ramifications of universities use and involvement in online social ramifications of universities use and involvement in online social

networking sites. networking sites.

Learning OutcomesLearning Outcomes Knowledge acquisitionKnowledge acquisition: Participants in this : Participants in this

workshop will gain knowledge of what social workshop will gain knowledge of what social networking is and how to apply this knowledge in networking is and how to apply this knowledge in their career.their career.

Civic responsibilityCivic responsibility: Upon completion of the : Upon completion of the workshop participants should know of the workshop participants should know of the responsibility of their universities in matters responsibility of their universities in matters related to online social networkingrelated to online social networking

Cognitive skillsCognitive skills: Participants will have to use : Participants will have to use

reflective thought, critical thinking, quantitative reflective thought, critical thinking, quantitative reasoning, and intellectual flexibility to think of reasoning, and intellectual flexibility to think of how online social networking applies to their job how online social networking applies to their job and responsibly to students. and responsibly to students.

What is Social Networking??What is Social Networking??

http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=6a_KF7TYKVc=6a_KF7TYKVc

Social networking is the grouping of individuals into specific Social networking is the grouping of individuals into specific groups thus connecting people to one another through groups thus connecting people to one another through others that they might not have meet themselves.others that they might not have meet themselves.

Social networking online is used mostly for three reasons. Social networking online is used mostly for three reasons.

The first is to develop friendships, the second is to better The first is to develop friendships, the second is to better one’s business relationships, and the third is to find one’s business relationships, and the third is to find romantic connections with others. romantic connections with others.

Some of the most popular social networking websites are Some of the most popular social networking websites are Myspace, Facebook, and Friendster. Myspace, Facebook, and Friendster.

How does it apply to today's college How does it apply to today's college

student?student? * 55% of online teens have profiles online* 55% of online teens have profiles online

*Among the teens who have profiles, 66% of them say that their profile is not *Among the teens who have profiles, 66% of them say that their profile is not visible to all Internet users. They limit access to their profiles in some way.visible to all Internet users. They limit access to their profiles in some way.

*Among those whose profiles can be accessed by anyone online, 46% say they *Among those whose profiles can be accessed by anyone online, 46% say they give at least a little and sometimes a good deal of false information on their give at least a little and sometimes a good deal of false information on their profiles. Teens post fake information to protect themselves, but also to be profiles. Teens post fake information to protect themselves, but also to be playful or silly.playful or silly.

*Most teens are using the networks to stay in touch with people they already *Most teens are using the networks to stay in touch with people they already know, either friends that they see a lot (91% of social networking teens have know, either friends that they see a lot (91% of social networking teens have done this) or friends that they rarely see in person (82%).done this) or friends that they rarely see in person (82%).

*49% of social network users say that they use the networks to make new *49% of social network users say that they use the networks to make new friends.friends.

*32% of online teens have been contacted by strangers online-this could be any *32% of online teens have been contacted by strangers online-this could be any kind of online contact, not necessarily contact through social network sites.kind of online contact, not necessarily contact through social network sites.

* 21% of teens who have been contacted by strangers have engaged an online * 21% of teens who have been contacted by strangers have engaged an online stranger to find out more information about that person (that translates to 7% of stranger to find out more information about that person (that translates to 7% of all online teens).all online teens).

* 23% of teens who have been contacted by a stranger online say they felt * 23% of teens who have been contacted by a stranger online say they felt scared or uncomfortable because of the online encounter (that translates to 7% scared or uncomfortable because of the online encounter (that translates to 7% of all online teens). of all online teens).

Keeping Students Accountable to Codes of Keeping Students Accountable to Codes of ConductConduct

Suspending or expelling students. Suspending or expelling students.

Reported or disciplined students for Reported or disciplined students for alcohol/drug violations that were alcohol/drug violations that were discovered through Facebook postings. discovered through Facebook postings.

Facebook was used in investigations of Facebook was used in investigations of campus fights and for identifying students campus fights and for identifying students who illegally stormed a football field after a who illegally stormed a football field after a game. game.

Students have been expelled from class, Students have been expelled from class, called before the dean of students, lost called before the dean of students, lost positions on the school newspaper staff , positions on the school newspaper staff , been investigated by the Secret been investigated by the Secret Service,and lost degrees all because of ill-Service,and lost degrees all because of ill-advised postings on Facebook. advised postings on Facebook.

Facebook and other online social Facebook and other online social networking sites are mostly used by networking sites are mostly used by students however university staff, faculty students however university staff, faculty and administration are also on these sites.and administration are also on these sites.

Activity # 1Activity # 1

Pro’s and Con’sPro’s and Con’s

Pro’sPro’s New friendships. New friendships.

These relationships can These relationships can teach students about new teach students about new cultures, ideas, and cultures, ideas, and worldviews. worldviews.

Students can share ideas, Students can share ideas, events, plans, photos, and events, plans, photos, and themselves to others. themselves to others.

These sites allow for self These sites allow for self

expression and expression and individuality. individuality.

Con’s Con’s Online predators or individuals who Online predators or individuals who

claim to be someone that they are claim to be someone that they are not. not.

Unsafe disclosure of personal Unsafe disclosure of personal information on sites such as: contact information on sites such as: contact information, sexually suggestive information, sexually suggestive information, pictures, personal information, pictures, personal emotional information, personal emotional information, personal financial information, etc. financial information, etc.

Behavioral addiction that can that Behavioral addiction that can that results in loss of performance in results in loss of performance in school or friendship circles. school or friendship circles.

Risky sexual behavior including Risky sexual behavior including posting sexually suggestive photos.posting sexually suggestive photos.

Cyberbullying and joining of Cyberbullying and joining of dangerous communities which can dangerous communities which can results in a shared belief of results in a shared belief of potentially harmful thoughts and potentially harmful thoughts and activities activities

27 percent of employers surveyed 27 percent of employers surveyed had reviewed job candidates' had reviewed job candidates' personal information on sites such personal information on sites such as MySpace or Facebook or had as MySpace or Facebook or had conducted broader Internet searches conducted broader Internet searches on applicants. on applicants.

Duty of Care...Duty of Care...To Look or Not to Look???To Look or Not to Look???

What is the college and universities What is the college and universities responsibility in this new age of online responsibility in this new age of online social networking?social networking?

Should colleges and universities monitor Should colleges and universities monitor their students online social networking their students online social networking sites?sites?

Activity # 2Activity # 2DiscussionDiscussion

Should colleges and universities monitor social Should colleges and universities monitor social networking sites that their students are on?networking sites that their students are on?

By doing so do they create a new Duty of Care?By doing so do they create a new Duty of Care?

How Do We Keep Students How Do We Keep Students Safe?Safe?

Identify the evaluation criteria for Identify the evaluation criteria for online content by looking for online content by looking for evidence of authority, currency, evidence of authority, currency, documentation, and biasdocumentation, and bias

Teach the skills to evaluate Teach the skills to evaluate websites by deconstructing the websites by deconstructing the source. For example, use of the source. For example, use of the “who’s linking” features on search “who’s linking” features on search engines, breaking apart a website engines, breaking apart a website to understand where it comes fromto understand where it comes from

Developing critical evaluation Developing critical evaluation skills that examine purpose and skills that examine purpose and authorship.authorship.

In the education setting, students In the education setting, students develop evaluation rubrics to suit develop evaluation rubrics to suit their own tasks and projects with their own tasks and projects with “to make thinking about “to make thinking about evaluation automatic, a habit of evaluation automatic, a habit of mind that is deeply ingrained into mind that is deeply ingrained into the process of information and use the process of information and use in any content”in any content”

How Do We Keep Students How Do We Keep Students Safe?Safe?

Excerpt from the Duke University Statement on Blogs and Social Networking Considerations for Blogs and Social Excerpt from the Duke University Statement on Blogs and Social Networking Considerations for Blogs and Social Networks like MySpace and FacebookNetworks like MySpace and Facebook

What you post is public information. You have a much larger audience than you might What you post is public information. You have a much larger audience than you might be aware.be aware.

What you post is going to be around for a while. Because caching and other forms of What you post is going to be around for a while. Because caching and other forms of technology can capture your postings, information is accessible even after you've technology can capture your postings, information is accessible even after you've removed it.removed it.

What you post can harm others. You are free to express yourself on social networks What you post can harm others. You are free to express yourself on social networks in ways that you feel are appropriate for you. However, it is important that you in ways that you feel are appropriate for you. However, it is important that you respect the privacy and rights of others. Posting things about others can place both respect the privacy and rights of others. Posting things about others can place both you and your subject in a contentious situation.you and your subject in a contentious situation.

What you post may affect your future. There is a growing trend for employers to What you post may affect your future. There is a growing trend for employers to check Google and social networks to gather information about potential candidates. check Google and social networks to gather information about potential candidates. The online persona you create today may be available when you begin your The online persona you create today may be available when you begin your internship or full-time job search or when you apply to professional or graduate internship or full-time job search or when you apply to professional or graduate school-even if you think you've deleted it. Carefully consider how you want people to school-even if you think you've deleted it. Carefully consider how you want people to perceive you before you give them the chance to misinterpret your profile and perceive you before you give them the chance to misinterpret your profile and pictures.pictures.

Source: Duke University Division of Student Affairs 2006, unpaginated Web source.Source: Duke University Division of Student Affairs 2006, unpaginated Web source.

Activity # 3Activity # 3

Make a PSA (Public Safety Make a PSA (Public Safety Announcement) about ways to stay Announcement) about ways to stay

safe while using online social safe while using online social networking sites.networking sites.

BibliographyBibliography Brown, Karen (2006) What is Social Networking? Brown, Karen (2006) What is Social Networking?

http://www.whatissocialnetworking.comhttp://www.whatissocialnetworking.com

Cain, Jeff EdD. (2008) Online Social Networking Issues Within Academia and Pharmacy Cain, Jeff EdD. (2008) Online Social Networking Issues Within Academia and Pharmacy Education. Education. American Journal of Pharmaceutical EducationAmerican Journal of Pharmaceutical Education , 72., 72.

Finder, A. (2006, June 11). For Some, Online Persona Undermines a Resume. Finder, A. (2006, June 11). For Some, Online Persona Undermines a Resume. New York New York TimesTimes, 1-2., 1-2.

Harris, Frances Jacobson.(2005) Harris, Frances Jacobson.(2005) I Found It on the Internet, Coming of Age OnlineI Found It on the Internet, Coming of Age Online . . Chicago: ALA.Chicago: ALA.

Steinbach S, Deavers L. (2007) The Brave New World of MySpace and Facebook. Steinbach S, Deavers L. (2007) The Brave New World of MySpace and Facebook. Inside Inside Higher EdHigher Ed. . http://www.insidehighered.com/layout/set/print/views/2007/04/03/steinbach. http://www.insidehighered.com/layout/set/print/views/2007/04/03/steinbach.

Swiggum, Karla. (2008) Hyperworlds: The Merging of Generation "M", Information and Swiggum, Karla. (2008) Hyperworlds: The Merging of Generation "M", Information and Communication Technologies, Online Safety, and Media Literacy. Communication Technologies, Online Safety, and Media Literacy. PNLA PNLA QuarterlyQuarterly, 72, 4-5, 14-18., 72, 4-5, 14-18.

Wandel, Tamara. (2008) Colleges and Universities Want to be Your Friend: Communicating Wandel, Tamara. (2008) Colleges and Universities Want to be Your Friend: Communicating via Onlinevia Online SocialSocial NetworkingNetworking. Planning for Higher Education, . Planning for Higher Education, 37, 35-3837, 35-38