RUNNING HEAD: Online Identity Carver 1

Creating and Managing a Constructive Online Identity

Laura Carver

Department of Communication Studies

Samford University

lcarver@samford,edu

Online Identity

Abstract

The purpose of this workshop was to educate young adults about self-presentation

and impression management in the online social network. This workshop used Erving

Goffman’s theory of self-presentation as well as other literature examining how the

online social network has reshaped self-presentation and impression management

practices amongst teens. The workshop provided an opportunity for participants (N = 22)

to learn the skills for creating and managing a constructive online identity. An analysis of

the results indicates that the goal of both informing participants on the theory of self-

presentation and improving participants’ impression management online was met. The

strengths and weakness of the workshop and suggestions for further study are also

reviewed.

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Creating and Managing a Constructive Online Identity

In the developing technological world, young adults are being immersed in the

online social network; teenagers are forced to establish an identity online using various

social media platforms. Unfortunately, few teenagers are maintaining a professional

presence online. Most adolescents lack the education and awareness essential for creating

and managing a constructive online identity. Nevertheless, young individuals must

understand how to present themselves appropriately online as technology continues to

emerge as a necessary component of everyday life. Because the digital world is becoming

more prominent, adolescents transitioning from child to adult will interact with

technology more often. It is assumed that teenagers view self-identity as something of

value; therefore, teens will seek to protect and improve their identity (Doster, 2013).

Since social media can be used as a tool for shaping identity, it is important to educate

young adults about self-presentation and impression management practices throughout

the online social network. In order to assist these individuals, we designed a workshop

based on David Kolb’s Model of Experiential Learning to educate young adults entering

an advanced academic and/or professional environment (Harris & Ward, 1999).

Human beings are being transformed into digital self-entities in the online social

network (Doster, 2013). Teenagers, in particular, are using the online social network as a

means for developing their identity. Self-identity development is particularly important to

teenagers as they struggle to distinguish their true self (Doster, 2013). Teenagers feel the

need to tell multiple stories about themselves; they use various social media platforms to

present different parts of their identity (van Dijck, 2013). Adolescents use self-

presentation practices to express who they are and how they want to be perceived

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(Doster, 2013). These self-presentation strategies are rooted in Goffman’s theory of self-

presentation and impression management. It is assumed that the online social network has

reshaped self-presentation behaviors amongst teens (Doster, 2013). Individuals can

exercise self-promotion or self-expression practices throughout the online social network.

It is important for these young adults to understand how to create a constructive online

identity so that they may be able to manage the impressions of their online audience.

Adolescents and Self-Identity

In the Journal of Consumer Behavior, Leigh Doster suggests that there are four

principal reasons that the online social network has transformed teenage self-identity

practices (2013). First, teens are continually in a state of an identity crisis; they are

constantly altering their identity (Doster, 2013). Next, because adolescents have grown

up with technology their behaviors and interactions in the online social network differ

from adult users (Doster, 2013). Third, due to the recent increase in social media usage,

teens struggle to discern between online identity and offline identity (Doster, 2013).

Lastly, as technology develops, there are more opportunities for teens to engage in self-

presentation practices online (Doster, 2013). Alternative methods for shaping identity and

presenting the ideal self are available to teens in the online social network (Doster, 2013).

In order to communicate with teens effectively, it is important to understand how they are

currently using social media (Doster, 2013).

Adolescents and Self-Presentation

Teenage behavior in the online social network reflects typical human behavior

previously explained by social science researchers. Goffman first proposed the theory of

self-presentation in 1959, but the basic concepts of the theory still apply today and in the

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online social network. According to Goffman, humans are actors who stage daily

performances in an attempt to manage the impressions of their audience (Goffman,

1959). As actors, humans have the ability to choose the stage, the props and the costume

to suit the situation (Goffman, 1959). The performance can occur onstage or backstage.

For most people, being onstage is different than being backstage. Actors are onstage

when they interact in public or professional settings (Goffman, 1959). Goffman noted

that while onstage, performers typically conceal certain attitudes, behaviors and emotions

(1959). However, when backstage, performers can loosen the self-imposed restrictions,

relax and be themselves (Goffman, 1959). There is a critical barrier that separates onstage

from backstage because if that barrier is crossed, it leads to a spoiled performance

(Goffman, 1959). Therefore, access to the backstage is usually limited to a very select

group of people (Goffman, 1959). Additionally, Goffman divided impression

management behaviors into expressions that are given versus expressions that are given

out (Goffman, 1959). Given expressions represent intentional communication, such as

verbal communication (Goffman, 1959). Given out expressions represent unintentional

communication, such as nonverbal communication (Goffman, 1959). Impressions are

managed by performing consistent and repeated public behaviors in order to

communicate the desired self-image (Goffman, 1959). When teenagers are interacting in

the online social network, they are delivering an onstage performance. Therefore, their

behaviors should be intentional as they are attempting to present their ideal self as

opposed to their actual self. However, there is concern that teenagers are not presenting

an appropriate self with reasonable levels of privacy online (Lusk, 2010).

Application of the Literature

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In order to provide understanding of appropriate self-presentation and positive

impression management, we integrated Goffman’s theory with research regarding

teenage self-identity development. We also drew from more anecdotal literature on social

media usage (e.g. Lusk, 2010) to provide narrative depth to the workshop as a whole.

Because we wished to address young adults entering an advanced academic

and/or professional environment, we chose to present our workshop to high school

seniors at the Wesleyan School in Atlanta, Georgia. The workshop took place in hour-

long segments over the course of two-days. In order to develop the skills necessary for

the creation of a constructive online identity, participants needed to understand the theory

of self-presentation and impression management as well as the critical importance of self-

identity development. We also found it necessary that our participants understand how to

apply this literature to their interactions in the online social network. By presenting an

informative and experiential workshop that provided participants opportunities to practice

impression management in an encouraging environment, participants learned constructive

self-presentation skills that will aid them both in their personal lives and in their

professional future.

Method

Participants

Participants (N = 22) were high school students in a peer leadership class; this

class is for high school seniors that have been specially chosen to mentor a group of high

school freshmen. Heidi Lloyd and Chad McDaniel, teacher advisors for the peer

leadership class, gladly welcomed us to present our workshop to their students. The

students attend a private, Christian school; they represent a well-educated, upper-class

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demographic. All 22 students were required to attend the workshop each day as the

workshop was performed during their regularly scheduled class time.

Materials

Workbook – Each participant received a workbook. The cover page of the

workbook was an image of our Prezi, which we will discuss in detail as a media resource.

This page included the title of the workshop and a visual preview of the workshop’s

content. The next page of the workbook provided participants with a detailed schedule of

the workshop. A series of handouts followed the cover page and schedule. The handouts

were intended to aid the students as they participated in the activities.

The first handout coincided with activity one, a reflection activity (see Appendix

A). This handout gave the participants a list of examples to consider when engaging in

the activity. The next handout coincided with activity two, a dyadic sharing activity; this

handout contained a series of questions for the participants to discuss with one another

(see Appendix B). The third handout contained important information that was presented

in the lecurette. This handout was intended to help the students follow along with the

lecurette and better understand the material (see Appendix C). Important terms were

bolded to stress their importance. The following four pages of the workbook

corresponded with the case study activity. Page one was a list of questions for the

participants to answer about each case study. The next three pages were the case study

articles detailing actual accounts of events related to the workshop topic (see Appendix

D, E, F & G).

Media – Using Prezi, we created an online presentation to serve as a visual aid

and a media resource. The online presentation mimicked information that was included in

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the workbook. The Prezi was used for specific activities, particularly the gallery exercise.

The gallery exercise required that images be displayed to prompt a discussion. However,

the Prezi was primarily created to guide students through the workshop.

Workshop Evaluation – Participants completed a workshop evaluation when the

workshop concluded on the second day (see Appendix H). The first section of the

evaluation contained a ten-item, nine-point semantic differential scale. On the scale, one

represented a negative adjective describing the workshop performance, while nine

represented a positive adjective describing the workshop performance. Section two of the

evaluation presented a series of open-ended questions. The students were asked to

comment thoroughly. Students answered questions like, “if a friend asked you whether

they should attend this workshop, what would you tell them?” or “how do you plan to use

what you have learned today?” Finally, section three of the evaluation included a four-

item, seven-point Likert-type scale. On the scale, one represented that the participant

strongly disagreed with the item, while seven represented that the participant strongly

agreed with the item. The workshop evaluation provided quantitative and qualitative data

indicating the results of the workshop performance.

Procedure

The workshop was designed to imitate David Kolb’s Model of Experiential

Learning (Harris & Ward, 1999). Kolb’s Model of Experiential Learning proposes four

modes of learning: concrete experience, reflective observation, abstract

conceptualization, and active experimentation (Harris & Ward, 1999). Due to time

constraints, the workshop was divided into two, hour-long segments over the course of

two days. The first day fulfilled the first two modes: concrete experience and reflective

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observation. The second day completed Kolb’s model by providing abstract

conceptualization and active experimentation.

As participants entered the classroom on the first day, they were given a

workbook and asked to find a seat in the semi-circle of chairs. Our workshop supervisors,

Chad McDaniel and Heidi Lloyd, formally introduced to the workshop participants. We

introduced ourselves to the participants using our Facebook profiles because it was

effective and relevant to the workshop topic. Then, we explained our workshop topic to

the students. We presented our goals and objectives for the workshop: to educate and

inform teenagers how to behave appropriately and professionally in the online social

network.

In order to facilitate participant interaction early in the workshop, we began with

two learning activities that accomplished the mode of concrete experience. These

activities encouraged participants to reflect on their own experiences with the workshop

topic. The first activity was a gallery exercise. In the gallery exercise, images of three

social media posts were displayed and participants were asked to respond to these

images. In next activity, dyadic sharing, participants chose partners and were asked to

share about their past experiences in the online social network by analyzing their own

social media posts with their partner. As we transferred from one mode of learning to the

next, the students were offered refreshments.

Next, we entered the reflective observation portion of the workshop. During this

portion, we engaged the students in two more learning activities. The first activity was a

lecurette, during which we provided factual content information on the workshop topic.

The second reflective observation activity and the last activity on day one was a case

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study activity. Students were asked to read three articles. These articles detailed three

accounts of actual events related to the workshop topic. After, the students were asked to

discuss a series of questions related to the case studies. We concluded the first day of our

workshop with a preview of day two.

On day two, participants engaged in abstract conceptualization and active

experimentation. My workshop partner created a map activity to serve as the abstract

conceptualization activity. The map activity was a graphic depiction of aspects of

people’s lives regarding a theory introduced on day two. The duration of the workshop

was designated for active experimentation. Students were asked to create a LinkedIn

profile. As the workshop facilitators, my partner and I guided the participants as they

added content to their profiles. We purchased a cake for the students to enjoy while they

completed their LinkedIn profiles. We ended the workshop by asking the participants to

complete the workshop evaluation form, which was included in the back of their

workbook.

Results

Workshop Evaluation

The average score on the ten-item, nine-point semantic differential scale was 7.6

(SD = 2.4). The average score on the four-item, seven-point Likert-type scale was 6.1

(SD = 1.9). With regard to the quantitative scores, they are strong, but they indicate a lot

of variability. With regard to the qualitative, open-ended portion of the workshop

evaluation form, there are consistent themes that do emerge. Almost everyone liked being

able to create a LinkedIn account on the second day of the workshop. The lecurette on

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Goffman’s theory of self-presentation resonated well with the audience, particularly the

portion of the theory that compares performing onstage with performing backstage.

Discussion

The primary goal of the workshop was to increase participant’s awareness of their

current behaviors in the online social network. This required that the participants acquire

a basic understanding of Goffman’s theory of self-presentation. The students’ ability to

effectively participate in the application of information on the second day of the

workshop indicated that this goal was met. Additionally, all participants rated the

workshop as informative, selecting either a six or a seven out of seven on item seven of

the semantic differential scale.

Another objective of the workshop was to equip students with the skills that are

necessary for creating and managing a constructive online identity. Fortunately, students

engaged in an activity that enforced the personal practice of these skills. Based on our

observations, the students were exhibiting purposeful and productive behaviors as they

created their LinkedIn profiles and edited their existing social media profiles. Several

participants verbally reported an increase in intentionality in their behaviors throughout

the online social network. While the lecurette was the most informative activity in the

workshop, participants indicated that creating a LinkedIn account was the most

applicable activity. Additionally, all participants rated the workshop as extremely useful

on item ten of the semantic differential scale.

Several possible reasons for the workshop’s perceived success exist. Our

workshop topic was extremely relevant and appealed to our audience of high school

seniors. Several of the workshop participants verbally reported that this workshop topic

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immediately drew their interest. In the developing technological world, adolescents are

essentially forced to utilize social media. The relevance of our topic increased the

participants’ willingness to engage.

As previously stated, the workshop participants were high school seniors that

have been specifically chosen to mentor a group of high school freshmen for the year.

Not only was our workshop topic relevant, but it was also teachable. We have enabled

these high school seniors to share this information with their high school freshmen. Our

workshop topic applies to all generations, but it was particularly pertinent to the

millennial generation as they are continually being immersed into the virtual world.

In addition, the Kolb’s Model of Experiential Learning accounts for different

types of learning. The workshop provided diverse activities that catered to multiple

learning styles. Imaginative Learners acquire knowledge through concrete experience and

apply knowledge through reflective observation; these students benefited most from the

gallery exercise, dyadic sharing, the lecurette and the case study activity (Harris & Ward,

1999). Analytic Learners acquire knowledge through abstract conceptualization and

apply knowledge through reflective observation; these students benefited from the

lecurette, the case study activity, and the map activity (Harris & Ward, 1999). Common

Sense Learners acquire knowledge through abstract conceptualization and apply

knowledge through active experimentation; these students benefited rom the map activity

and the personal practice of skills (Harris & Ward, 1999). Lastly, Dynamic Learners

acquire knowledge through concrete experience and apply knowledge through active

experimentation; these students benefited from the gallery exercise, dyadic sharing, and

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the personal practice of skills (Harris & Ward, 1999). The context in which the

information was presented was extremely advantageous for all participants.

They varying responses on the workshop evaluation form provide evidence that

the diversity in activities was effective. Although some people particularly enjoyed

creating a LinkedIn profile, others felt it was not applicable at their age. One student

indicated that the case study activity was the most helpful and engaging. Others felt that

analyzing other users’ social media profiles was unnecessary. However, despite this

diversity in responses to individual portions of the workshop, our incorporation of

activities catering to a variety of learning styles created a workshop that was useful,

informative and enjoyable for all participants, as evidenced by the positive workshop

evaluation forms.

On the whole, however, the workshop met the goals that we established.

Participants attended a workshop relevant to their personal lives and their academic and

professional futures. They learned important information about self-presentation and

impression management in the online social network. Although there were a few negative

comments and suggestions for improvement, participants reported satisfaction with the

entirety of the workshop. In the future, a longitudinal study should be conducted in order

to determine whether the information provided in this workshop would translate into real-

world behavior.

References

Doster, L. (2013). “Millennial teens design and redesign themselves in online social

networks. Journal Of Consumer Behaviour, (4), 267.

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Goffman, E. (1959). The Presentation of Self in Everyday Life. The Presentation

of Self in Everyday Life. 121-129.

Harris, J., & Ward, S. (1999). Workshops: Designing and Facilitating Experiential

Learning. Thousand Oaks, California: Sage Publications.

Lusk, B. (2010). Digital Natives and Social Media Behaviors: An Overview. Prevention

Researcher, 17(5), 3-6.

van Dijck, J. (2013). ‘You have one identity’: Performing the Self on Facebook and

LinkedIn. Media, Culture & Society, 35(2), 199-215.

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Appendix A

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Appendix B

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Appendix C

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Appendix D

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Appendix E

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Appendix F

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Appendix G

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Appendix H

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